ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Higher Order Thinking in Indonesian Lower Secondary Mathematics Classrooms
Author: Tanudjaya, Citra Putriarum
Date: 2020-05-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,Achievement Tests,International Assessment,Problem Solving,Teacher Attitudes,Grade 9,Mathematics Teachers,Secondary School Mathematics,Difficulty Level,Transfer of Training,Creative Thinking,Information Literacy,Critical Thinking,Junior High School Students,Skill Development

Indonesian students' poor performance in the mathematics test of PISA 2015 prompted the decision by the Ministry of Education of Indonesia to pay more attention to the integration of higher-order thinking (HOT) in the curricula starting in 2018. This new regulation emphasizes the need to have a shared understanding of HOT in mathematics on many levels, such as curriculum, pedagogy, and assessment, and among students, teachers and policy makers. This study aims to examine HOT in Indonesian lower secondary mathematics classrooms by assessing students' ability to demonstrate HOT skills through an open-ended mathematics problem, and by exploring teachers' views of HOT skills through semi-structured interviews. It involved 372 ninth-grade students and six mathematics teachers from six lower secondary schools in Jakarta and Palembang. The findings show that most students could construct the mathematical model but experienced difficulty in transferring knowledge into new contexts, in applying creative thinking, and with information literacy skills. Besides, some of the teachers were familiar with the concept of HOT, but some viewed HOT as skills for talented students, or HOT problems having a high level of difficulty and long storylines. The knowledge of existing teaching strategies, familiarity with HOT problems, and colleague-support are needed to improve the development of HOT skills in the mathematics classroom.
Learning Mathematical Modelling with Augmented Reality Mobile Math Trails Program: How Can It Work?
Author: Cahyono, Adi Nur
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Models,Educational Technology,Technology Uses in Education,Mathematics Teachers,Telecommunications,Handheld Devices,Computer Simulation,Mathematical Concepts,Problem Solving,Foreign Countries,Grade 8,Outdoor Education

The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between realworld situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.
Using Robotics and Engineering Design Inquiries to Optimize Mathematics Learning for Middle Level Teachers: A Case Study
Author: Chahine, Iman Chafik
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Robotics,Engineering,Design,Inquiry,Middle School Teachers,Science Instruction,Program Effectiveness,Self Efficacy,Barriers,Cooperative Learning,Transformative Learning,Relevance (Education),Faculty Development

This exploratory case study reports findings on 20 middle-level science and mathematics teachers' perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura's Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking.
Mathematics Teacher&apos;s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge
Author: Bakar, Nurul Shahhida Abu
Date: 2020-05-00
Type: Journal Articles
Subjects: Mathematics Teachers,Self Efficacy,Technology Integration,Pedagogical Content Knowledge,Gender Differences,Teaching Experience,Secondary School Teachers,Foreign Countries,Knowledge Level

This study conducted to determine the mathematics teacher's self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher's self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher's self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson's correlation coefficient was used to determine the relationship between the mathematics teacher's self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher's self-efficacy and TPACK. However, mathematics teacher's self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher's self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.
Opportunities and Access: Exploring How School District Leaders Make Meaning of Equity in Practice through Positive Behavioral Interventions and Supports
Author: Clayton, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Behavior Modification,Student Behavior,Program Implementation,Program Effectiveness,Interpersonal Relationship,Interpersonal Communication,Leadership Responsibility,Barriers,Minority Group Students,At Risk Students,Equal Education,Elementary Schools,Middle Schools,High Schools,Administrator Attitudes,Teacher Attitudes,Principals

Purpose: The purpose of this research was to explore how PBIS and equity interacted according to school and district leaders. Research methods/approach: This study examined how five schools made meaning of the implementation process, ongoing efforts, and structures created. Through a case study including interviews, focus groups, and observations, the primary research question was explored: How do school leaders and teachers make meaning of implementing and assessing PBIS in their schools as a component of a journey toward equity? Findings: While the five schools had unique aspects, four common themes emerged across schools, including the benefits of PBIS, the power of relationships, the importance of communication and leadership, and PBIS challenges.
Rethinking Social Justice: Promoting SEL Opportunities to Achieve a More Just Society
Author: Muñiz, Raquel
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Social Development,Emotional Development,Program Effectiveness,Public Policy,Leadership Responsibility,College Students,Summer Programs,STEM Education

This article examines how Upward Bound (UB) program leaders promote socioemotional learning (SEL) opportunities to further the social justice of federal policy aims. I examine five program leaders' efforts through a policy implementation framework, focusing on their capabilities. Results show that the program leaders' capabilities--values, interests, knowledge and skill, and dispositions--contributed to the leaders' will to promote SEL opportunities. The results also yielded an additional capability: planning power, or the ability to design a program schedule that aligns with the leaders' other capabilities and policy goals. I discuss implications of the results for programs seeking to enhance SEL opportunities.
School Leaders&apos; Sense-Making and Use of Equity-Related Data to Disrupt Patterns of Inequality
Author: Chikwe, Moses
Date: 2020-00-00
Type: Journal Articles
Subjects: School Administration,Social Justice,Equal Education,Data Use,High Schools,Achievement Gap,Disproportionate Representation,Data Interpretation,Transformational Leadership,Minority Group Students,Administrator Responsibility,Urban Schools,Public Schools,Disadvantaged Youth,Decision Making,Principals

This qualitative phenomenological study explored how 19 school leaders in seven California comprehensive high schools were making sense of data and using data to transform their schools by closing achievement gap for historically underrepresented students. Data is a powerful tool in the hands of school leaders to transform patterns of inequality and bring about change in teaching practices, outreach to parents, and student-centered activities at the schools where school leaders are motivated by social justice. This study identified two different kinds of data -- objective and subjective -- that school leaders used. The researchers found that school leaders interpreted and used data in three different ways: as a diagnostic tool, as a critical road map, and as a reference point for crucial conversations. School leaders' interpretation and use of such data lead to transformative changes that promote equalization of educational opportunities for all students.
Diagnostic Assessment for Students Who Enroll in Pedagogical Programs in Chilean State Universities: Social Representations about Teaching Professional Performance
Author: Pavié-Nova, Alex
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Diagnostic Tests,Student Evaluation,Preservice Teachers,Professional Identity,Teaching (Occupation),Student Attitudes

This descriptive and interpretative study accounts for results of representations regarding teaching profession which students of initial teaching training report in seven state Chilean Higher Education institutions. This study arises from the updating of the national education quality assurance system in which the obligation to apply a diagnostic test is established. For such a purpose, the study population was composed by 1836 students from 2019 cohort of pedagogical programs from this national universities. A Likert - like scale instrument was applied. Numerical descriptive and inferential methods were applied to analyze the information. Generally concluding, common representations are revealed a professional performance regardless of the sex; it suggests that the evaluated subjects shape a clearly modeled professional identity before starting their Initial Teaching Training.
The Individual versus the Community in Times of Health Crisis
Author: Véliz-Burgos, Alex
Date: 2020-04-00
Type: Journal Articles
Subjects: Well Being,Health,Social Development,Emotional Development,Public Health,Responsibility,Disease Control,Holistic Approach

There is a reflection on people's behaviour in times of crisis. In this context, the importance of changing the use of the concept of traditional health to that of well-being as part of the development of a community consciousness and a global gaze of the human being is briefly addressed. The need for a socio-emotional education that promotes people's commitment to their geographical socio-partner environment. It is further concluded that human well-being must be confronted from a multidimensional view, where the different spheres involving human development contribute to promoting community life.
Principal Influence: A Catalyst for Positive School Climate
Author: Smith, Page A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Influences,Educational Environment,Collegiality,Leadership Styles,Teacher Behavior,Elementary School Teachers,Socioeconomic Status,School Size,Academic Standards,Academic Achievement,Administrator Role

This investigation explores the relationships between principal influence and four facets of organizational climate: institutional vulnerability, collegial leadership, achievement press, and professional teacher behavior. Data were collected from 2,033 teachers at 112 elementary schools in two states from the Southern and Midwestern United States. The results of multiple linear regression analyses show that the independent variables of principal influence, SES, and school size combined to form a significant portion of the variance in organizational climate. The four facets of organizational climate explored in this study provide insight into specific mechanisms through which influential principals can positively affect schools.
The Case for Dual Language Programs as the Future of Public Education
Author: Werblow, Jacob
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Futures (of Society),English Language Learners,Native Language,English (Second Language),Teaching Methods,Evidence Based Practice,Program Implementation,Elementary School Students,Middle School Students,Public Schools,Misconceptions,Educational Benefits

The U.S. spends far more on education than any other country in the world (OECD, 2011); yet, continues to produce vastly inequitable outcomes, especially for English Learners (ELs). In this article we explore the reasons for, and consequences of, the U.S. system's continued failure to support ELs. The term, in itself, is part of the problem as it frames students' native language as a deficit upon which many linguistic models have been built. After articulating and problematizing this context, we aim to make an evidence-based argument for a concrete policy solution: the national implementation of two-way dual language programs as the model, not the exception, for the future of PK-8 education in the United States.
Theoretical Proposal of Taxonomy of Ibero-American Universities from the Form of Appointment of the Rectors
Author: Viancos González, Patricio
Date: 2020-04-00
Type: Journal Articles
Subjects: Universities,Taxonomy,Social Change,Administrative Organization,College Administration,Reputation,Standards,Institutional Evaluation,Classification,Personnel Selection,Primary Sources,Databases,Laws,Foreign Countries,Decision Making,Administrators,College Faculty

The university is faced with tensions and demands resulting from the transformations that society demands. The new public management (NGP) imposes new paradigms as far as university administration is concerned. Concomitantly, the international rankings of universities establish standards and classifications, placing the focus on access to information that should be available to interest groups. This work has been proposed as a central purpose, to describe the ways of appointing the rectors in Latin American universities, with the purpose of elaborating in theoretical terms a taxonomy that allows to differentiate and classify the universities of the region, opening the discussion on what is the most appropriate mechanism to provide the position of the highest university authority. The information used for this study was obtained from a primary source: the database of universities in Latin America; which consists of the Laws, decrees, statutes, regulations of election of authorities among others that regulate 1080 institutions of the Ibero-American region. This information establishes a taxonomy of four types that attempt to simplify and demonstrate the different forms of organization of the institutions. These allow to describe the degree of participation of the interest groups in the process of appointing the rector. The proposed taxonomy confirms the existence of dissimilar mechanisms for appointing the rector and that these are dependent on the type of ownership of the institution.
Initial Motivations of Doctoral Education Students
Author: Ceglie, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Student Motivation,Influences,Education Majors,Student Characteristics

Examination of doctoral education has gained interest in recent years as all aspects of higher education have been questioned and scrutinized by the popular media. One particular area needing additional clarity is an exploration of the motivating factors for students attempting to complete these degrees. While a handful of research across a few disciplines has explored this issue, doctoral pursuits in education programs has received little interest. This pilot study surveyed two cohorts of doctoral students and utilized a survey with additional open-ended responses to explore the key motivational factors that have led them to their current status in their doctoral programs. This study highlights some novel findings regarding the primary motivations and aspirations in their pursuit of a doctoral degree.
Supervisors Matter for College Students: Relationships between Employment Type and Student Outcomes
Author: Hultman, Justin D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Employment,Employer Employee Relationship,Academic Persistence,Outcomes of Education,Undergraduate Students

Although student persistence is an important metric for higher education administrators and working while attending school is pervasive among those who attend college, the extent to which work supervisors may impact students while attending college through interactions is underexplored. This study examines the relationship between supervisor interactions and student outcomes in relation to type of employment, academic persistence, and competencies. The literature review indicates the relationship between type of employment and academic persistence is important and interactions may provide useful benefits. However, interactions within the type of employment experience is lesser known. The study site for this research is Alpha University (Alpha) (pseudonym). Alpha is a large, public, research university in the western United States. This study draws from a pre-existing dataset that uses two data sources: responses from the 2016 Alpha Student Employment Survey (ASES), and student records. Type of employment data come from the survey, and student records provide demographic and academic persistence data. The sample is limited to degree-seeking, non-online undergraduates enrolled at Alpha in fall 2016 who were employed, whose primary institution affiliation is not employee, are not post-baccalaureate students, and have one job (n=1,434). Data are analyzed using logistic regression with interaction effect for the first research question, dominance analysis for the second research question, and logistic regression for the third research question.
&quot;I Repeat the Question Porque No Me Entero&quot;: The Use of L1 in the Didactics of EFL Teaching Class by Pre-Service Primary Education Teachers
Author: Estrada-Chichón, José L.
Date: 2020-04-00
Type: Journal Articles
Subjects: Spanish,Preservice Teachers,Elementary School Mathematics,English (Second Language),Language Usage,Native Language,Language of Instruction,Language Skills,Teaching Skills,Foreign Countries,Teacher Competencies,Mathematics Instruction

This work analyses the use of Spanish (mother tongue) by pre-service teachers (N=55) during a class activity that consists of explaining and solving Primary Education (6-12) mathematical problems in English (foreign language). The objectives are established in the form of three research questions about the amount of frequency of Spanish; its functional categories according to the original classification of De la Campa and Nassaji (2009); and the lack of competence in English of the participants. This is a mixed-method research since it includes both quantitative and qualitative data, collected through a questionnaire; the recordings of the pre-service teachers' discourse; and a virtual interview. The novelty of the study lies in a new functional category: lack of foreign language competence, which precedes others such as personal comment, activity instruction, arbitrary code-mixing, and translation, for instance. Likewise, 78.18% used Spanish at least once during the activity, although this is limited to 2.13/person. This works sheds light not only on the low amount of Spanish but especially on its functional categories, revealing a lack of language competence and pedagogical skills among the pre-service teachers. The paper ends with some recommendations for language teachers.
ADDIE in Action: A Transformational Course Redesign Process
Author: Abernathy, Dixie
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Education Courses,Masters Programs,Alignment (Education),Curriculum Design,Learner Engagement,Graduate Students

Online teaching and learning has evolved over the past two decades into a viable and respected means to higher education, with many undergraduate and graduate courses now offered in this format. While the popularity of online coursework has resulted in increased online enrollment and offerings, often the course design, strategy selection, student workload and learning relevance has lagged behind in comparison. As additional research becomes available into how to motivate and engage the online learner and how to best prepare online courses for optimum student success, universities may be faced with opportunities to redesign already existing online courses to best meet the research-based advances of online teaching and learning. During the 2018-2019 and 2019-2020 academic years, one School of Education at a southeastern university engaged in this very discussion and process of redesigning and transforming already existent online courses. Using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) educational process as a guiding protocol, university leaders, instructors and course designers engaged in aligning online courses in a Master of Arts in Educational Leadership program with best 21st century practices and online learning research. This article outlines a representation of that journey: the research, the reasoning, and the results.