ethanporcaro/eric-fulltext-meta huggingface dataset:
A Balanced Approach to Building STEM College and Career Readiness in High School: Combining STEM Intervention and Enrichment Programs
Author: Rakich, Sladjana S.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,College Readiness,Career Readiness,Intervention,Enrichment Activities,High School Students

Often STEM schools and STEM enrichment programs attract primarily high achieving students or those with strong motivation or interest. However, to ensure that more students pursue interest in STEM, steps must be taken to provide access for all students. For a balanced and integrated career development focus, schools must provide learning opportunities that are appropriate for all students. This paper outlines two approaches to the creation of a comprehensive STEM College and Career development pathway in high schools.
Development Status of Higher Education in Northern India: A Review Study
Author: Verma, Chaman
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Comparative Analysis,Privatization,Private Colleges,State Colleges,State Universities,Information Technology

In development of any country depends upon higher educational status. India is fast growing country in the field of education and technology. Most of IT engineers are deputed in world's most IT companies. It has been possible because of strong development higher education system in India. This paper focuses on the comparative study of higher educational universities located in Haryana and Punjab. The findings of this paper explores that government has emphasized on privatization of higher education in two states.
Mathematical Modeling with Middle School Students: The Robot Art Model-Eliciting Activity
Author: Stohlmann, Micah S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Secondary School Mathematics,Mathematics Instruction,Mathematical Models,Mathematics Activities,Robotics,Urban Schools,Geometry,Measurement,Mathematics Achievement,Programming,Formative Evaluation,Design

Internationally mathematical modeling is garnering more attention for the benefits associated with it. Mathematical modeling can develop students' communication skills and the ability to demonstrate understanding through different representations. With the increased attention on mathematical modeling, there is a need for more curricula to be developed, implemented, and assessed. This study details the mathematical understandings that a diverse class of urban middle school students demonstrated on a mathematical modeling activity focused on geometry and measurement. At times students had difficulties in communicating clearly but based on the structure of the activity students were able to self-assess the quality of their communication and work towards improvement. The groups in the class were able to develop methods for how to program a robot to recreate a picture, though improvements could be made to the design of the activity. Teachers can use MEAs and mathematical modeling as formative assessment to build on students' understandings and further develop ideas that the teacher has in mind to pursue. Such assessment provides a rich basis for identifying evolving mathematical understandings that can be further developed.
Children Have the Capacity to Think Multiplicatively, as Long as …
Author: Hurst, Chris
Date: 2017-00-00
Type: Journal Articles
Subjects: Multiplication,Mathematics Instruction,Mathematical Logic,Teaching Methods,Mathematical Concepts,Concept Formation,Numbers,Correlation,Elementary School Students,Elementary School Mathematics,Knowledge Level,Foreign Countries,Mathematics Tests,Interviews,Elementary School Teachers

Multiplicative thinking has been widely accepted as a critically important &quot;big idea&quot; of mathematics and one which underpins much mathematical understanding beyond the primary years of schooling. It is therefore of importance to consider the capacity of children to think multiplicatively but also to consider the capacity of their teachers to teach multiplicative thinking in a conceptual manner. This article focusses specifically on the conceptual links between the multiplicative array, the notion of numbers of equal groups in the multiplicative situation, factors and multiples, the commutative property of multiplication, and the inverse relationship between multiplication and division. A study involving a large sample of primary school students found that whilst most students demonstrated an understanding of some of the aforementioned elements, hardly any of the students were able to connect the ideas or to explain them in terms of each other. As a consequence of the findings, the impact of teacher knowledge on children's capacity to think multiplicatively was considered.
GeoloGIS-BH: An Information System for Using the Built Heritage for Geological Teaching
Author: Alves, C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Geology,Information Systems,Physical Environment,Cultural Background,Science Instruction,Computer Uses in Education,Earth Science,Foreign Countries,Scientific Concepts

There are examples of using stones of the cultural heritage for teaching purposes. Information systems have found several potential uses in the promotion and preservation of cultural heritage. In this paper is considered the conceptual framework of an information system concerning features of geological interest (FGI) in the built heritage (without any consideration in terms of its software implementation). This FGI concept is used here in a very wide sense to encompass characteristics of geological materials that can be recognized with the naked eye and analogies of geological processes in the built environment. Two perspectives are considered for information organization: occurrences of FGIs in the built heritage (more suitable for Earth Sciences teaching) and FGIs as components of built heritage elements (more suitable for humanities teaching). The main issue that arises from the ensuing discussion was found to be the findability of a given FGI, depending on its visual contrast and the characteristics of the built heritage element. It is argued that, in this way, geological concepts can contribute to the promotion and conservation of the built heritage.
Investigating Children&apos;s Multiplicative Thinking: Implications for Teaching
Author: Hurst, Chris
Date: 2016-00-00
Type: Journal Articles
Subjects: Multiplication,Mathematics Instruction,Elementary School Students,Elementary School Mathematics,Mathematical Concepts,Concept Formation,Teaching Methods,Foreign Countries,Semi Structured Interviews,Mathematics Tests,Questionnaires,Knowledge Level

Multiplicative thinking is a &quot;big idea&quot; of mathematics that underpins much of the mathematics learned beyond the early primary school years. This article reports on a recent study that utilised an interview tool and a written quiz to gather data about children's multiplicative thinking. Our research has so far revealed that many primary aged children have a procedural view of multiplicative thinking which we believe inhibits their progress. There are two aspects to this article. First, we present some aspects of the interview tool and written quiz, along with some of findings, and we consider the implications of those findings. Second, we present a key teaching idea and an associated task that has been developed from our research. The main purpose of the article is to promote the development of conceptual understanding of the multiplicative situation as opposed to the teaching of procedures. In doing so, we encourage the explicit teaching of the many connections within the multiplicative situation and between it and other &quot;big ideas&quot; such as proportional reasoning and algebraic thinking.
Analyzing and Comparing the Two Grade-Ten Mathematics Textbooks Versions (Arabic and English) Used in Abu Dhabi Schools
Author: Abosalem, Yousef
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Mathematics Instruction,Foreign Countries,Geometry,Educational Objectives,Textbooks,Grade 10,Mathematics Teachers,Semitic Languages,English,Trigonometry,Algebra,Mathematics Curriculum,Textbook Content,Textbook Evaluation,Behavioral Objectives,Classification,Visual Aids

This study was conducted to compare two grade-ten mathematics textbooks according to Bloom's Taxonomies. In the Arabic version, 37 out of 70 periods (55.29%) were given to plane geometry and trigonometry, whereas 29 out of 70 periods (41.41%) were allocated for geometry and trigonometry. Also, 12 periods (17.14%) were allocated for algebra in the Arabic version, whereas 19 periods (27.14%) in the English version. As concluded in the above percentages, more concentration was given to geometry in the Arabic version compared to Algebra in the English version. The results indicated that in the geometry chapter in the Arabic version, the educational objectives percentages ranged from 40.0% (comprehension) to 8.75 (synthesis and evaluation), and 62.86% of the educational objectives were in the lower levels of Bloom's Taxonomies. Whereas in the English version the Geometry chapter ranged from 45.65% (application) to 10.87% (synthesis), and for the same chapters, 63.04% were in the lower levels of Bloom's taxonomies. For the Algebra chapter, the objectives ranged from 56.25% (application) to 6.25%(synthesis and evaluation) and from 47.62% (application) to 4.76% (comprehension and synthesis) in the Arabic and English versions respectively. With respect to educational objectives, 79.11% of the educational objectives were at the application level in Arabic version compared to 93.27% for the application in the English one.
Descriptive Analysis of the Graphic Representations of Science Textbooks
Author: Khine, Myint Swe
Date: 2017-00-00
Type: Journal Articles
Subjects: Textbooks,Science Instruction,Illustrations,Visual Aids,Photography,Content Analysis,Elementary School Science,Textbook Content,Coding,Foreign Countries,Statistical Analysis

Textbooks are primary teaching aids, sources from which students obtain knowledge of science domain. Due to this fact, curriculum developers in the field emphasize the crucial role of analysing the contents of science textbooks in improving science education. Scientific domain knowledge relies on graphical representations for the manifestation of itself. Content analysis of the representations therefore entails the necessity of the systematic reading and categorizing of a body of visual representations, including diagrams, drawings, photos, and text that appeared in these science teaching and learning materials. This paper examined ten UAE primary science textbooks and practical books using an author-improved graphical analysis grid. From the descriptive analysis, it was found that general science was the illustrated topic area for fundamental level of science. The most frequently used graphical type is the iconic. Female images outnumber the male images. Results also showed that indigenous graphics were dominant over foreign graphics. The study also found the majority of visual representations in the textbooks were designed to convey static information and they are in close relationship with the textual representations. Yet most of the graphical images were indexed and captioned that served specific cognitive functions. The results also suggest graphic representations need to be treated as an important visual tool that textbook authors should use them wisely to have the domain knowledge conveyed in various topic areas.
Trainee Teachers&apos; Experiences Using Contextual Teaching and Learning: Implications for Incorporation of Indigenous Knowledge in Instructional Design
Author: Mukwambo, Muzwangowenyu
Date: 2016-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Instructional Design,Trainees,Communities of Practice,Context Effect,Lesson Plans,Video Technology,Interviews,Culturally Relevant Education,Student Teacher Attitudes,Student Teaching,Teaching Skills,Knowledge Base for Teaching,Preservice Teacher Education,Foreign Countries,Observation,Qualitative Research

Some schools do not have local formal work environments enabling learners to interact with members in community of practice. This is noticeable in schools in developing countries, including the north eastern Zambezi Region of Namibia, where the study took place. To close the gap in which trainee science and mathematics teachers who were the participants failed to contextualize teaching and learning (CTL) using formal work situations, this qualitative study investigated use of Indigenous Knowledge (IK) practices as an alternative. A cultural group presented IK practices which trainees observed and participated. Pottery making, an IK practice, reflects Science knowledge which teachers sometimes shun. Audio-visual, lesson plans, and interviews were also used to generate data. To intervene Cultural historical activity theory (CHAT) was used as a tool. Revelations are trainee teachers in rural schools initially viewed CTL designing as impossible. Further, trainees engaged with CTL through allowing IK to compliment modern science and were equipped with pedagogical tools.
A Comparative Study of Geometry in Elementary School Mathematics Textbooks from Five Countries
Author: Wang, Tzu-Ling
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Geometry,Mathematics Instruction,Textbooks,Elementary School Mathematics,Foreign Countries,Academic Achievement,Achievement Tests,International Assessment,Mathematics Achievement,Mathematics Tests,Content Analysis,Statistical Analysis,Correlation

The purposes of this study were to compare the differences in the use of geometry in elementary school mathematics textbooks among Finland, Mainland China, Singapore, Taiwan, and the USA and to investigate the relationships between the design of the textbooks and students' performance on large-scale tests such as TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape. The content analysis method was used to collect data, and then chi-square tests and correlation analyses were used to analyze data. The results showed that there were significant differences in representation form, problem type, and question format among these mathematics textbooks from the five countries. Moreover, the strength of the positive relationships between visual form (combined form) and students' performance on TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape decreases as students advance to higher grades, whereas increasing strength of correlations as students get older is found between contextual problems and students' performance on the three large-scale tests.
Values in the Mathematics Classroom: Supporting Cognitive and Affective Pedagogical Ideas
Author: Seah, Wee Tiong
Date: 2016-11-00
Type: Journal Articles
Subjects: Value Judgment,Mathematics Instruction,Teacher Attitudes,Student Attitudes,Teaching Methods,Questionnaires,Educational Technology,Technology Uses in Education,Foreign Countries

Values are the personal convictions which one finds important. Three different aspects which are associated with mathematics education differently are identified, namely, values through mathematics education, values of mathematics education, and values for mathematics. These are paired with Bishop's (1996) conceptions of general educational, mathematical, and mathematics educational values respectively. This article provides examples of what these values might look like in different classroom scenarios, and how values as a volitional construct scaffolds cognitive and affective developments in mathematics learning. Implications for teachers include the need to assess validly what students value, and the need to better understand how teachers practise values alignment within their own classrooms. In so doing, appropriate valuing by teachers and their students can serve its purpose of fostering mathematical understanding and/or performance.
Teachers and Counselors: Building Math Confidence in Schools
Author: Furner, Joseph M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Mathematics Anxiety,School Counselors,Counselor Role,School Counseling,Self Esteem,STEM Education,Prevention,Teaching Methods,Intervention

Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A) for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.
Learners&apos; Performance in Mathematics: A Case Study of Public High Schools, South Africa
Author: Mapaire, Lawrence
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Case Studies,Public Schools,Foreign Countries,Cartoons,Statistical Analysis,Content Analysis,Grade 12,Secondary School Students,Mathematics Teachers,Secondary Schools,Secondary School Teachers,Questionnaires

Mathematics is fundamental to national prosperity in providing tools for understanding science, technology, engineering and economics. It is essential in public decision-making and for participation in the knowledge economy. Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all pupils when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections. This study investigated a societal problem--the ongoing poor performance in mathematics. The study described what is going on by means of statistical methods and reported in statistical language and hence, descriptive quantitative research paradigm infused with content analysis (cartoons) was adopted. The sample for the study comprised of a total of ten underperforming (failing) secondary schools obtained by simple random sampling; 50 Grade 12 mathematics educators and 200 Grade 12 mathematics learners were derived through stratified sampling technique.
Evaluation of Organization and Administration of Intramural Sports Programmes in Secondary Schools in Ibadan Metropolis
Author: Abayomi, B. O.
Date: 2017-09-00
Type: Journal Articles
Subjects: Intramural Athletics,Secondary Schools,Foreign Countries,Public Schools,Private Schools,Secondary School Teachers,Secondary School Students,Questionnaires,Statistical Analysis,Physical Education,Physical Education Teachers,Scheduling

The paper appraised the organization and administration of intramural sports programmes in secondary schools in Ibadan metropolis. The descriptive research design of survey type was employed for the study. The population was all secondary school students and teachers in Ibadan Metropolis. The sample consisted of 500 respondents, 40 public secondary schools, and 10 private secondary schools from five local governments in Ibadan metropolis who were selected through multi stage, stratified and random sampling techniques. Modified Likert type questionnaire was used for data collection. The questionnaire was validated by experts in human kinetics and lecturers in tests, measurement, and evaluation who accessed the face and content validity of the instrument. The reliability of the questionnaire was determined through one shot test and later the data collected was subjected to Cronbach alpha statistic which yielded a reliability coefficient (r) of 0.87. The statistics used for data analysis include frequency counts, percentage, and chi-square set at 0.05 alpha level. The result showed that scheduling was a significant problem of intramural Sports in Secondary Schools in Ibadan metropolis. Personnel, facilities, and equipment were not significantly available for intramural sports in Ibadan metropolis. It was therefore suggested that physical education teachers should show more interest in intramural sports, and schools should provide more facilities and equipment for the programmes.
The Links between Academic Research and Economic Development in Ethiopia: The Case of Addis Ababa University
Author: Mulu, Nega Kahsay
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Educational Research,Economic Development,Foreign Countries,Higher Education,College Role,School Business Relationship,Technology Transfer,Interviews,Documentation,Barriers,Innovation,Educational Policy,Educational Legislation,Governance

This paper aims to examine the major issues concerning the links between academic research and economic development in Ethiopia by considering the Addis Ababa University as a case. The paper is based on two premises. The first pertains to the idea that universities being one of the actors in knowledge production plays a central role in enhancing the economic development and competitiveness of a country through their missions of academic research and the formation of skilled human capital. The second concerns the argument that a strong collaborative link between Universities and the industry is crucial in enhancing scientific and technological innovation process and commercialization of academic research through technology transfer that is necessary for economic development. Based on a review of the conceptual and theoretical debates, documentary evidences and key informant interviews, the paper argues that the university-industry link/partnership in terms of academic research and innovation is not well developed in the Ethiopian context. The findings indicate that the contribution of academic research in enhancing the country's economic development is minimal at Addis Ababa University in particular and in the country in general. The barriers to the lack of strong link between university and industry in terms of academic research and innovation are discussed and documented. Finally, implications for a strong partnership among universities, industry, and government in enhancing the contribution of academic research and innovation to the country's development are drawn.
A Struggling School Receives an &quot;F&quot; That: Connecting Moral Luck and Educational Technology Will Build Hope
Author: Thomas, Joy
Date: 2017-00-00
Type: Journal Articles
Subjects: School Effectiveness,Educational Improvement,Educational Technology,Disadvantaged Schools,Moral Values,Inclusion,Trust (Psychology),Technology Uses in Education,Student Behavior

With the recent publication of &quot;Our Kids: The American Dream in Crisis,&quot; Robert Putnam, renowned social scientist, exposed the new class divide as an urgent issue, based upon new quantitative and qualitative data (2015). Research shows that students from struggling backgrounds have little likelihood of graduating from colleges and universities--in fact, the brightest students from families without resources are less likely to graduate than less bright students of privileged backgrounds. In this article, we suggest how technology can be the greatest bridge, as a positive resource, in class divisions. Like Putnam's argument that people do not see the many obstacles in existence when students face a lack of opportunities and resources, everywhere, our moral luck and educational technology premise are students learn their &quot;place&quot; when educational tools, social media, and netiquette are not available for them in many ways. We suggest the ideology of connections, inclusion, and experiences through technology as ways to counter this alarming divide that exists for many disadvantaged students and the subsequent reflections in their struggling schools.