ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL
Author: Nielsen, Niels Møller
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Student Projects,Active Learning,College Freshmen,First Year Seminars,Transformative Learning,Experiential Learning,Scaffolding (Teaching Technique),Study Habits,Academic Achievement,Accountability,Cooperative Learning,Outcomes of Education

This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, the article formulates the theoretical considerations underlying a strategy for entry-level PPL. On that foundation, this paper discusses a case study where a set of scaffolding structures has been put in place to support the transformative development of first year students acquiring the study habits of PPL. This paper finds that a highly structured approach to entry level PPL promotes the students' academic achievements as well as their sense of meaning in the PPL programme.
The Democratic Management of the Public School in Contexts of Local Educational Reforms: A Comparative Study between Brazil and Spain
Author: Batista, Neusa Chaves
Date: 2020-01-06
Type: Journal Articles
Subjects: Public Schools,School Administration,Democratic Values,Educational Change,Educational Legislation,Educational Policy,Cross Cultural Studies,Foreign Countries,Administrative Organization,Epistemology,Comparative Education,Global Approach,Catholics,Political Attitudes,Elementary Secondary Education

Democratic management as a way of organizing the public school can be translated in its contemporary historicity as a collective action that demands changes in the autocratic and hierarchical structure of the school unit. In this article, we analyze the process of constructing legislation on democratic school management in contexts of local educational reforms, based on Brazilian and Spanish cases. Methodologically, we understand educational legislation as documents that incorporate discourses with legitimate authority, especially of the State, and that spread conceptions of the world as a result of disputes over hegemony in the field of educational policies. In terms of results, our study points out that throughout the process of producing legislation for the democratic management of schools, the two countries showed advances and setbacks regarding the specification of the school actors who should participate in decision-making processes, as well as the instances of participation in school management.
Makerspaces in First-Year Engineering Education
Author: Taheri, Pooya
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Projects,Teaching Methods,Active Learning,Program Descriptions,Associate Degrees,Certification,Entrepreneurship,Foreign Countries,Experiential Learning,Educational Opportunities,Science and Society,Course Descriptions,Computer Science Education,Higher Education,Educational Benefits,Interdisciplinary Approach,Student Evaluation,Outcomes of Education,Undergraduate Students,Student Attitudes,Student Surveys,Safety,Self Efficacy,Creativity

Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the &quot;Applied Science for Engineering&quot; two-year diploma program as well as the &quot;Engineering Transfer&quot; two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: &quot;APSC 1010--Engineering and Technology in Society&quot;, &quot;CPSC 1090--Engineering Graphics&quot;, and &quot;CPSC 1490--Applications of Microcontrollers&quot;, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College's Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students' creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara's engineering program and its project-based design courses. Langara's interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students' performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.
A Meta-Analysis of Graduate School Enrollment from Students in the Ronald E. McNair Post-Baccalaureate Program
Author: Renbarger, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Scholarship,Doctoral Programs,Enrollment,Outcomes of Education,Economically Disadvantaged,Program Effectiveness,Academic Achievement

The Ronald E. McNair Post-Baccalaureate Achievement Program provides higher education institutions with federal funds to increase the doctoral attainment for students from disadvantaged backgrounds. We conducted a meta-analysis of the impact of the McNair program on graduate program enrollment. After an exhaustive literature search, we found 7 publications containing 13 studies that met the inclusion criteria. From these studies, we found that McNair program students were almost six times as likely to enroll in a graduate program as the comparison group. Nonetheless, there was much unexplained variability in effects across studies.
Proportions of Women in STEM Leadership in the Academy in the USA
Author: McCullough, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Women Administrators,STEM Education,Department Heads,Incidence,Administrator Characteristics,Gender Differences,Instructional Leadership,Educational Background,Science Departments

A considerable body of research exists on women in leadership and likewise, on women in STEM (science, technology, engineering, mathematics) fields. However, the intersection of the two is terra incognita: women in leadership in STEM. At the most fundamental level, we do not even have a solid idea of how many women hold leadership positions in STEM. This study determined the proportion of women in leadership positions in several academic STEM areas via a sampling of institutions across the United States. In every area studied, women held fewer leadership positions than the proportion of female PhDs in those fields. The proportion of women in non-STEM specific top academic leadership roles was also examined to see what proportion of those individuals leading academic institutions might have background in a STEM discipline and how that compares to men in the same positions.
On Augmented Reality for the Learning of 3D-Geometric Contents: A Preliminary Exploratory Study with 6-Grade Primary Students
Author: Flores-Bascuñana, Míriam
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 6,Elementary School Students,Educational Technology,Technology Uses in Education,Geometric Concepts,Spatial Ability,Computer Simulation,Teaching Methods,Computer Software,Foreign Countries,Program Effectiveness

Nowadays, Augmented Reality (AR) is one of the emerging technologies with a greater impact in the Education field. Research has proved that AR-based activities improve the teaching and learning processes. Also, the use of this type of technology in classroom facilitates the understanding of contents from different areas as Arts, Mathematics or Science. In this work we propose an AR-based instruction in order to explore the benefits in a 6th-grade Primary course related to 3D-geometry shapes. This first experiment, designed from an exploratory approach, will shed light on new study variables to perform new implementations whose conclusions become more consistent. The results obtained allow us to envisage that AR-based proposals slightly improve the classical didactic methods.
Nurturing Family Environments for Children: Compassion-Focused Parenting as a Form of Parenting Intervention
Author: Kirby, James N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Environment,Parenting Styles,Intervention,Evidence Based Practice,Caring,Motivation,Parent Child Relationship,Altruism,Prosocial Behavior,Well Being,Security (Psychology),Social Development,Emotional Development,Self Management,Behavior Problems,Children,Program Effectiveness

The style of parenting a child receives has profound long-term impacts on that child's life. Yet, the rates of child maltreatment globally are high (in both developing and developed countries), indicating that many children around the world are being raised in toxic environments. Evidence-based parenting programs (EBPPs) have been demonstrated to have positive impacts on improving parenting style, whilst reducing childhood social, emotional and behavioural problems. EBPPs originated out of a need to address externalizing behaviour problems and to address conduct problems, and compliance became a key target of these parenting models. Thus, many EBPPs were developed in an era where operant and social learning theory-based approaches to parenting were most prominent and these parenting models still prevail today. This paper has one major aim--to demonstrate how the next generation of EBPPs need to be grounded in evolved caring motivational systems and affiliative emotion processing, which requires an understanding of the evolved processes involved in parent-offspring caring. This new approach to parenting is called, 'compassion-focused parenting', and this new approach to parenting will be described.
Expectations versus Reality: What Matters to Students of Economics vs. What They Receive from Universities?
Author: Mamica, Lukasz
Date: 2020-00-00
Type: Journal Articles
Subjects: Expectation,Economics Education,Student College Relationship,Student Satisfaction,Foreign Countries,Education Work Relationship,Gender Differences,Grades (Scholastic),Internship Programs,Problem Solving,Creativity,Skill Development,College Students,Knowledge Level

The phenomenon of increasing tuition fees is one of the factors which reinforce the increasingly consumerist attitudes among students towards the product (understood as a whole process of university education) they receive from universities. The aim of the study is to characterise the difference between the expectations of students and the extent to which those expectations are met by universities. This analysis also focuses on the conditions that determine this perception of what universities offer and discusses selected issues concerning the relations between universities and industry. The findings demonstrate why creativity, apart from practical knowledge, is one of the most important aspects in the process of education, where a student's graduation work is aimed at solving specific problems in companies and institutions. In the empirical part of the paper, students' opinions about the importance of selected aspects of the education process are compared with the level of support provided by universities. The research covered 505 students of economics from 10 different countries. Their expectations of the educational process with regard to the majority of its aspects (apart from theoretical knowledge) proved to be higher than those of their universities. The findings of this research may thus be useful in formulating optimal study plans.
&apos;Nature Is Something We Can&apos;t Replace&apos;: Mexican Students&apos; Views of the Landscape They Want to Conserve
Author: Yli-Panula, Eija
Date: 2020-00-00
Type: Journal Articles
Subjects: Natural Resources,Conservation (Environment),Grade 5,Grade 6,Values,Ecology,Knowledge Level,Foreign Countries,Experience,Student Attitudes,Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Freehand Drawing,Writing Assignments,Social Influences

The primary aim of this qualitative study was to identify the landscapes that 7-12-year old Mexican students (n = 440) would like to conserve by analysing their drawings. Another aim was to determine the environmental relationship and environmental values of 5th and 6th graders (n = 152) by studying their texts. The data were analysed using mixed methods. In this study, landscape is understood as a visual experience of the environment, comprising the visible features of an area. Based on the results, all of the three main landscapes--nature, social and built--were deemed worth conserving. Beyond students' immediate environment, the polar regions, North America, Australia and Africa were mentioned; Europe and Asia were not. The landscape drawings were realistic and carefully made, and the descriptions attached to them were clearly written. The environmental approach was mainly humanistic, and aesthetic values were appreciated by both genders. Utilitarian values were mentioned more often by boys than girls. The students' descriptions reflected their environmental relationship, e.g., concern about nature, showing causal relationships, appreciation and affection. Concern or worry was often accompanied by the mention of human's responsibility in the students' texts, but they seldom considered their own activities in relation to the environment. The students depicted threats to nature, but they externalized themselves from the mechanisms threatening nature. In addition, they did not show familiarity with natural processes and scientific terminology. The study reveals that it is not only theoretically important to have distinct values, but these also need to be recognized by individuals. If the humans' pro-environmental actions are to be promoted through education, it is important to study students' values, as they may be important barriers to behavioral change. As students showed concern about preserving nature, teachers can discuss environmental values and different ways to take action and make changes with them, in order to avoid anxiety.
Comparison of Geometric Proof Development Tasks as Set up in the Textbook and as Implemented by Teachers in the Classroom
Author: Mwadzaangati, Lisnet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geometric Concepts,Validity,Mathematical Logic,Textbooks,Mathematics Instruction,Grade 11,Teaching Methods,Textbook Content,Inquiry,Cognitive Processes,Difficulty Level,Concept Formation,Secondary School Teachers

This qualitative case study examined similarities and differences between circle geometric proof development tasks set up in the Malawian Grade 11 mathematics textbook, and those that are set up and implemented by teachers in the classroom. Data generation included analysing the content of circle geometry proof tasks from the mathematics textbook and video recordings of geometric proof development lessons taught by three teachers. The Mathematics Discourse in Instructional Framework for Textbook analysis (MDITx) by Ronda and Adler and the framework for analysing the level of cognitive demands of mathematical tasks by Smith and Stein were used to identify and analyse the mathematical tasks as set up by the textbook and as set up and implemented by three Malawian secondary school mathematics teachers in the classroom. The findings revealed that the textbook presented the geometric proof development tasks at a high level as they included both empirical exploration tasks and formal proof tasks. Despite this task setup in the textbook, only one teacher involved the learners in empirical exploration tasks and maintained the high cognitive level of the tasks during instruction. The other two teachers only presented the formal proof tasks. Although the formal proof tasks that were set up by the two teachers were of a high cognitive level, the procedures that were used during task implementation resulted in reduction of the cognitive level of the proof tasks. I therefore conclude that teachers' ability to set up and implement high cognitive level tasks that promote learners' understanding and discovery of deductive geometric proofs depends not only on the availability of a good quality textbook, but also on the teacher's conceptual ability to make effective use of textbook content.
Mathematics Teachers&apos; Levels of Technological Pedagogical Content Knowledge and Information and Communication Technology Integration Barriers
Author: De Freitas, Gabrielle
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Technological Literacy,Educational Technology,Technology Uses in Education,Faculty Development,Barriers,Teacher Attitudes,Foreign Countries,Teacher Competencies,Teaching Methods,Technology Integration,Secondary School Mathematics,Secondary School Teachers

Many mathematics teachers struggle to effectively integrate information and communication technology (ICT) in their teaching and need continuous professional development programmes to improve their technological pedagogical content knowledge (TPACK). This article aims to identify mathematics teachers' levels of TPACK and barriers to integrating ICT as a means to inform their continuous professional development needs. The TPACK framework of Mishra and Koehler was used as a lens for this the study. Both quantitative and qualitative research methods were utilised. Ninety-three mathematics teachers, who completed a quantitative questionnaire, reported higher levels of content, pedagogical, and pedagogical content knowledge, with comparatively lower levels of technology, technological pedagogical, and technological content knowledge. Ten of these participants also participated in semi-structured interviews and revealed six primary barriers to integrating ICT in the classroom, namely curriculum-related time constraints, technological infrastructure, impact of ICT use on the learning process, ineffective professional development, teachers' pedagogical beliefs and poor leadership. Continuous professional development programmes addressing specific ICTintegration barriers can effect significant changes in teachers' TPACK, which may promote better teaching and learning of mathematics.
The Professional Development of Primary School Mathematics Teachers through a Design-Based Research Methodology
Author: Biccard, Piera
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Mathematics Teachers,Elementary School Teachers,Public Schools,Foreign Countries,Grade 5,Grade 6,Suburban Schools,Classroom Techniques,Modeling (Psychology),Program Effectiveness,Elementary School Mathematics

This article sets out a professional development programme for primary school mathematics teachers. Clark and Hollingsworth's model of teacher change provided the theoretical framework necessary to understand teacher change. A design study allowed for increased programme flexibility and participator involvement. Five volunteer primary school teachers teaching at South African state schools were involved in the programme for a period of one year and their pedagogy, use of mathematical content and context developed during the programme. Twenty lessons were observed over the year-long period. An observation rubric that specifically focused on mathematical pedagogy, use of context and mathematical content scale guided the researcher to gauge global changing teacher practices. Teacher growth was evident through their professional experimentation and changes in their personal domain. The design features emanating from the study are that teachers be given opportunities to experience reform tasks (e.g. model-eliciting tasks) in the role of learners themselves and teachers should be encouraged to use contextual problems to initiate concept development. More mathematical detail in lesson planning is also necessary. Furthermore, teachers need appropriately designed resource materials to teach in new ways. It is recommended that professional development includes teachers engaging collaboratively in solving rich tasks. This study adds to the growing body of knowledge regarding teacher development programmes that focus on how teachers change their own classroom practices.
The Standard Written Algorithm for Addition: Whether, When and How to Teach It
Author: Roberts, Nicky
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Numbers,Manipulative Materials,Number Concepts,Primary Education,Concept Formation,Addition,Subtraction,Computation

This article reflects critically on the guidance offered to South African teachers in two canonical texts: the Curriculum and Assessment Policy Statements (CAPS) and Mathematics teaching and learning framework for South Africa: Teaching mathematics for understanding (TMU). I make explicit my philosophical orientation, and how 'teaching mathematics for (relational) understanding' is evident in both documents. Distinctions are drawn between strategy, representation and procedure, and the progression towards efficient calculation strategies is emphasised (neither of which is clear in the CAPS). The suggestion made in the TMU framework is that teachers can shift from bundling concrete manipulatives for multi-digit numbers to the standard written algorithm in Grades R-3, which contradicts both the CAPS and insights gleaned from mathematics education literature and two learning programmes that have shown positive results at large scale. In particular, the justifications for delaying teacher introduction of 'break up both numbers' strategies are discussed. Further, when the 'break up both numbers' strategy is used, alternatives to the standard written algorithm which have been found to be more accessible to learners -- expanded notation, write all totals, and new groups below -- are offered. Ways of using empty number lines and 'drawing numbers' to show the 5-wise and 10-wise structure are suggested. These alternative representations for breaking up both numbers are expected to be accessible to teachers for whom the standard written algorithm is a familiar calculation strategy.