ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle School Students&apos; Interpretation of Definitions of the Parallelogram Family: Which Definition for Which Parallelogram?
Author: Yavuzsoy-Köse, Nilüfer
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Definitions,Geometric Concepts,Logical Thinking,Comprehension,Grade 8,Foreign Countries

The aim of this study was to investigate how students interpret the verbal definitions given for quadrilaterals in parallelogram family and reasoning in this interpretation process. It was also aimed to reveal the easiest definitions for students to understand, and to determine which mathematical terms they do not understand in given definitions. The study sample consisted of 16 volunteer eighth grade students. Data were collected with the clinical interview method and analyzed with thematic analysis method. The results revealed that the exclusive definition and inclusive definition (based on sides) of a parallelogram, the exclusive definitions of a rectangle and a rhombus, and the definition of a square based on diagonals were identified more accurately by the students. Analysis of the students? reasoning process showed that the vast majority of the students made their decisions by comparing a given definition with other quadrilaterals and that few students explained their reasons to choose a definition directly. It was also determined that prototype quadrilateral images were effective in thinking process of the students who inaccurately interpreted definitions in this process. Finally, the students mostly had difficulty in understanding expressions such as rotational symmetry, bisecting, bisecting perpendicularly, having at least one angle of 90°, having one right angle, perpendicular bisector and symmetrical across the perpendicular bisector.
Prospective Mathematics Teachers&apos; Choice and Use of Representations in Teaching Limit Concept
Author: Ünver, Semiha Kula
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Concept Formation,Graphs,Computer Software,Tables (Data),Algebra,Verbal Communication,Secondary School Mathematics,Secondary School Students,Calculus,Lesson Plans,Foreign Countries

The purpose of this case study was to examine prospective mathematics teachers' lessons in the context of choice and use of representations while teaching limit. The participants were four senior prospective mathematics teachers. The data were obtained from the participants' lessons plans, the video recordings of their lessons, and the semi-structured interviews. We categorized the representations used by the participants as real number line, tabular, figural, graphical, algebraic and verbal. While the participants mostly used the verbal representations during their lessons, they used real number line least. They used the graphical representations sometimes by means of mathematical software. The participants mostly used tabular representations in their first lessons to make an introduction to limit, however two participants also used them in their last lessons to make students comprehend the limits at infinity. They used the algebraic representations to express the limit algebraically, to present the properties of limit and to solve examples. They performed the conversions among the real number line, tabular, figural, graphical, algebraic and verbal representations. The conversions were mostly from the algebraic representation to the verbal representation and vice versa.
Revisiting the Effect of Teaching of Learning Strategies on Academic Achievement: A Meta-Analysis of the Findings
Author: Bas, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Strategies,Academic Achievement,Outcomes of Education,Instructional Effectiveness,Effect Size,Meta Analysis,Foreign Countries

The purpose of this research was to examine the effect of teaching of learning strategies on academic achievement of students. The research sought an answer to the problem statement of &quot;What kind of effect does teaching of learning strategies has on academic achievement of students?&quot; The meta-analysis model was adopted to examine the effectiveness of teaching of learning strategies on academic achievement. The sources of the research were consisted of both published and unpublished empirical studies (N = 18) in Turkey, by taking some inclusion criteria into account. The results of the research indicated that the overall weighted effect size was moderate (0.892). Also, the effect size values obtained were compared with some methodological and substantive moderators in the research. According to moderator analyses, it was found that there was no significant difference between effect sizes of the studies in terms of sample size, publication type, course type, implementation duration, instructional level, school setting, and socioeconomic status.
Serious Obstacles Hindering Middle School Students&apos; Understanding of Integer Exponents
Author: Ulusoy, Fadime
Date: 2019-00-00
Type: Journal Articles
Subjects: Barriers,Middle School Students,Numbers,Mathematics Instruction,Grade 8,Foreign Countries,Mathematical Concepts,Middle Schools,Mathematical Formulas,Addition,Multiplication

This study aims to investigate the obstacles in eighth-grade students' understanding of integer exponents using a mixed method research design. A total of 165 eighth-grade students were given a paper-pencil task and clinical interviews were conducted with 12 students. The findings indicated that achievement of the participants was low, especially in the zero and negative exponents. Students made errors that generally originated from the definition of exponentiation as repeated multiplication with natural numbers and underdeveloped conceptions of additive and multiplicative structures. As a result, the students overgeneralized the rules that are true for positive integer exponents to the other exponent expressions. Another crucial result was that most of the students did not know the meaning of zero exponents due to various obstacles due to the identity element of addition or the absorbing element of multiplication. Furthermore, students made various errors when undertaking operations with exponent expressions due to the confusion with additive and multiplicative structures in the operations of exponential expressions.
Teacher Candidates&apos; Opinions toward Money and Purchase Behaviors Based on Theodor Ludwig Wiesengrund Adorno&apos;s Theory of Leisure Industry and Mass Culture: A Qualitative Research
Author: Akman, Özkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Opinions,Money Management,Purchasing,Leisure Time,Social Systems,Critical Theory,Self Concept,Consumer Economics,Life Style

Identity, referring to the views we have about ourselves, the knowledge and images we employ, is essentially a narrative of the self conception on the part of the individual. Awareness of one's consciousness is neither an impulsive occurrence, nor an immutable conception as part of the genetic heritage. To the contrary, the development of the identity, and the associated development of the ego, presents an ever-developing structure learned through the individual's interactions with her family and surroundings through her development. Our identity, the definition of ourselves, is a function of our experiences. Through it we present ourselves as individuals. The Great Russian author Gorky, in turn, argues that the road to being ourselves is through limiting our wants. In other words, buying less. The leading means of exchange and ownership today, money, according to Gorki, plays a major role in the development of our identity, and would practically render us slaves if left unchecked. This study aims to reveal the pre-service teachers' views of terms such as money, consumption, and buying, which play a crucial part in people's lives. The method employed is case study, a qualitative method of study. Purposeful sampling led to a study group composed of 19 pre-service teachers. The semi-structured interviews were the data the collection tool employed. The data gathered in line with the purpose of the study were interpreted, and supported with direct quotations. The pre-service teachers generally stated that money was the basic means of exchange, that it definitely should have a place in our lives, that they were under obligation to earn and spend money, that buying goods to cover their needs was a necessity, and that they embraced and recommended a minimalist attitude towards life. [This research was presented at the International Conference on Education and Science Research (ICRES).]
Moving Away from Zero Tolerance Policies: Examination of Illinois Educator Preparedness in Addressing Student Behavior
Author: Moreno, Gerardo
Date: 2018-12-00
Type: Journal Articles
Subjects: Zero Tolerance Policy,Suspension,Behavior Problems,Referral,Classroom Techniques,State Legislation,Public Schools,Student Behavior,Elementary Secondary Education,Faculty Development,Teacher Attitudes,Online Surveys,Special Education Teachers,Knowledge Level,General Education,Disproportionate Representation,Disadvantaged,Educational Change,Policy Analysis

In August 2016, Illinois Senate Bill 100 (SB 100) restricted the use of zero tolerance disciplinary practices within public schools when addressing student behavior. In efforts to make school discipline less exclusionary and more effective, SB 100 mandated educators exhaust all means of interventions prior to suspending or expelling a student. Additionally, SB 100 recommended faculty professional development on effective classroom management, which is critical considering the majority of exclusionary discipline cases resulted from referrals by classroom educators for subjective deportment concerns and not from student possession of contraband. Using an online survey instrument, a sample of licensed educators in northeastern Illinois were asked to self-rate their preparedness in classroom management and indicate their awareness of zero tolerance policies. Results demonstrated significant difference of self-rated preparedness between general and special educators when addressing classroom deportment behaviors, while there was no difference in more intense behaviors (e.g., verbal threats, possession of contraband). Discussion on results and suggestions for future research are offered.
The Effect of Methods Course on Preservice Teachers&apos; Awareness and Intentions of Teaching Science, Technology, Engineering, and Mathematics (STEM) Subject
Author: Karisan, Dilek
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Methods Courses,Preservice Teachers,Intention,Student Attitudes,STEM Education,Science Teachers,Preservice Teacher Education,Foreign Countries,Correlation

The purpose of this study was to analyze the impact of participating in a STEM methods course on pre-service teachers' awareness of and intentions to teach STEM subjects. Quantitative analysis was conducted of data gathered from 53 (41 female and 12 male) preservice science teachers from a teacher preparation program in a university in a small western city of Turkey. Data from STEM awareness and STEM teaching intention questionnaires were collected before, immediately after and four months after participants attended a STEM-based science methods course. Data were analyzed via a mixed between-within subjects' analysis of variance. Results indicated that course participation can help modify the awareness of preservice science teachers. Specifically, preservice teachers' STEM awareness and intentions of teaching STEM subjects tended to increase after attending the methods course, showing statistically significant, large effects in teacher awareness and intentions of teaching STEM subjects after attending the course.
Teacher Action Research in Elementary Social Studies: Use of iPads in 6th Grade Geography Instruction
Author: Leaman, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Geography Instruction,Handheld Devices,Computer Uses in Education,Grade 6,Action Research,Teacher Researchers,Elementary School Teachers,Research Projects

A university instructor and master teacher describe the limited examples of practitioner research in elementary social studies found in traditional publications. They present a social studies practitioner research project that investigated the use of various technologies in 6th grade geography to improve student engagement, collaboration and academic success. The authors suggest that practitioner research provides a structure for elementary teachers to investigate questions related to student learning of key social studies content, the social studies curriculum, and related skills. They suggest that practitioner research, as professional development or alternative to traditional teacher evaluation requirements, creates opportunities for elementary school teachers to focus on the teaching of social studies, raising both the status of social studies in elementary classrooms and the potential for increased teacher efficacy.
Hacking History: Redressing Gender Inequities on Wikipedia through an Editathon
Author: Hood, Nina
Date: 2018-11-00
Type: Journal Articles
Subjects: Gender Bias,Encyclopedias,Editing,Females,History,Computer Uses in Education,Foreign Countries,Access to Information,Mass Media Effects,Informal Education

Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on the topic of the &quot;Edinburgh Seven,&quot; who were the first women to attend medical school in 19th century United Kingdom. This study draws on the critical approach to learning technology to position and explore an editathon as a learning opportunity to increase participants' critical awareness of how the Internet, open resources, and Wikipedia are shaping how we engage with information and construct knowledge. Within this, there is a particular focus on recognising persisting gender inequities and biases online. The qualitative interviews captured rich narrative learning stories, which traced the journey participants took during the editathon. Participants transformed from being online information consumers to active contributors (editors), prompting new critical understandings and an evolving sense of agency. The participants' learning was focused in three primary areas: (1) a rewriting of history that redresses gender inequities and the championing of the female voice on Wikipedia (both as editors and subject matter); (2) the role of Wikipedia in shaping society's access to and engagement with information, particularly information on traditionally marginalised subjects, and the interplay of the individual and the collective in developing and owning that knowledge; and (3) the positioning of traditional media in the digital age.
Teacher-Researchers&apos; Reflective Narratives on Their Experiences at the Language Center Research Committee, Sultan Qaboos University, Oman
Author: Al Aamri, Kamla S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,English (Second Language),Committees,Faculty Development,College Faculty,Language Teachers,Barriers,Teacher Attitudes

The current study reports on findings of using self-narrations by three teacher-researchers (two of whom are the authors and the narrative inquirers of this study) to reflect on an English as a Foreign Language-based research experience in a newly established Research Committee (RC) in their work place. A narrative frame tool in the form of sentence starters has been utilized to guide the narration and generate data from the three teachers' previously lived research experiences in the Committee. It is worth noting here that these three teachers had been working and actively engaging in research work before they had their memberships in the RC. The findings of this study are hoped to be significant and useful in learning about and highlighting the expectations of these three teacher-researchers of the research committee work, their learning experiences about research, and their challenges and how they defeated them, as well as their future inspirations. Further, reflecting on these findings can also help the trio with their professional development and growth as well as that of their colleagues at the Centre for Preparatory Studies (CPS), which was formerly known as the Language Centre (LC) at the time of their memberships. The study concludes with some pedagogical and practical implications regarding the experience of reflection, narration, and learning research.
Downes, P. (2011) The Neglected Shadow: European Perspectives on Emotional Supports for Early School Leaving Prevention. &quot;International Journal of Emotional Education,&quot; 3 (2), 3-36. Postscript
Author: Downes, Paul
Date: 2018-11-00
Type: Journal Articles
Subjects: Dropout Prevention,Educational Research,Educational Policy,Foreign Countries,Violence,Bullying,Inclusion,Educational Environment,Social Development,Emotional Development,Integrated Activities,Public Health,Interpersonal Relationship

In Europe, if not internationally, the past decade in early school leaving prevention research and policy can be characterised as involving an emotional-relational turn. Some key features of this accelerated emotional-relational focus previously documented include the need to address authoritarian teaching and teacher conflict resolution skills, to prevent students being alienated from school. It also involves stronger integration of health and education policy and research, including emotional counselling supports and multidisciplinary teams in and around schools. This emotional relational turn is argued here to include four further pillars as part of an inclusive systems approach: children's voices, integrated bullying and early school leaving prevention supports, positive school climate, together with social and emotional education.
Training School Teachers to Promote Mental and Social Well-Being in Low and Middle Income Countries: Lessons to Facilitate Scale-Up from a Participatory Action Research Trial of &quot;Youth First&quot; in India
Author: Leventhal, Katherine Sachs
Date: 2018-11-00
Type: Journal Articles
Subjects: Well Being,Mental Health,Middle School Teachers,Resilience (Psychology),Middle School Students,Attitudes,Interaction,Interests,Low Income Groups,Program Effectiveness,Foreign Countries,Curriculum,Faculty Development,Wellness,Health

Mental and social wellbeing (MSWB) promotion programs could improve mental health and other outcomes for youth in Low and Middle Income Countries (LMICs). Unfortunately, few such programs have progressed to scale-up and few studies have detailed processes and considerations that could facilitate doing so. This study begins to fill these gaps, describing key findings from training and supporting government middle school teachers to deliver the Youth First Resilience Curriculum, a MSWB promotion program, in Bihar, India. We conducted a Participatory Action Research trial of the resilience curriculum among 792 middle school youth and 55 teachers at 15 government schools. Participant-observations, exit interviews, and group discussions were conducted and analyzed via multiple rounds of coding to generate thematic findings. A number of schools showed relatively high levels of interest, session reliability and fidelity, student interaction and teacher facilitative abilities, but there was great variation within the sample. Three leverage points emerged to facilitate future scale-up: factors for successful site assessment and program initiation, supporting teacher success via interest and motivation, and responding to varied teacher skill levels. These points represent critical focus areas for practitioners and policy-makers as more MSWB promotion programs begin to scale in LMICs.
Teacher Leaders of Collaborative Action Research: Challenges and Rewards
Author: Gordon, Stephen P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Action Research,Teacher Leadership,Cooperation,Research Projects,Middle School Teachers,Secondary School Teachers,High Schools,Elementary School Teachers,Research Administration

The purpose of this study was to describe four successful collaborative action research (CAR) projects through the lens of teacher leaders who facilitated the school teams that conducted the CAR. For each CAR project described, the paper will report on the various phases of the CAR, the challenges of implementation as well as how the challenges were addressed by the teacher leaders, and results of the action research. Additionally, the study identifies several common characteristics of the widely varied CAR projects.
MOOCs and OER in the Global South: Problems and Potential
Author: King, Monty
Date: 2018-11-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Shared Resources and Services,Geographic Location,Internet,Literacy,Teaching Methods,Course Content,Knowledge Level,Social Influences,Access to Education,International Cooperation,Barriers,Foreign Countries

This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online learning technologies in Southern contexts, we identify five interrelated themes emerging from the literature: (1) access to the Internet; (2) participant literacies; (3) online pedagogies; (4) the context of content; and (5) the flow of knowledge between North and South. The significance of Southern voice and participation is addressed in the final section, which concludes that on balance, the literature offers a qualified endorsement of the potential and actualities of MOOCs and OER in the global South. The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.
&quot;Damunwha&quot; Learning Circles: Expanding Multicultural Education beyond Schools to Empower Multicultural Students
Author: Park, Gilbert C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Immigrants,Cultural Pluralism,Cultural Differences,Language Minorities,Native Language,Second Language Learning,Acculturation,Social Bias,Attitude Change,Power Structure,Communities of Practice,Empowerment

Historically, American public schools played an important role in assimilating immigrants with different cultures into the mainstream. This process is currently occurring in other parts of the world that are undergoing demographic changes due to immigration. Some of these countries have turned to multicultural education as a tool to respond to increasing diversity by helping the newcomers adjust to the host country. South Korea, or Korea for short, is one of those countries where multicultural education targets newcomers as primary recipients to be taught its culture and language. At the same time, it seeks to foster understanding of other cultures among the majority. This article takes a critical look at Korea's multicultural education, or &quot;damunwha&quot; education, to problematize its lack of critical perspectives in locating cultural differences of the newcomers as the main problem facing Korea.