ethanporcaro/eric-fulltext-meta huggingface dataset:
The Changing Landscape of One Primary School's Mathematics Curriculum
Author: Dent, Wendy
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Elementary School Students,Mathematics Curriculum,Mathematics Instruction,Feedback (Response),Elementary School Teachers,Equal Education,Educational Opportunities,Foreign Countries,Educational Practices,Mathematics Achievement,Achievement Gains

This paper describes a period of substantial changes in the mathematics curriculum of one primary school in Christchurch. Using retrospective analysis, we identified two important conceptual themes: equity of mathematical learning and opportunities for all students to learn to be a mathematician. Access to research about these themes prompted two organisational actions, the elimination of between class streaming and a concentrated professional learning focus on mathematics, that acted as catalysts for major changes. In the first year of these changes, there were significant gains in student assessment data, providing early and encouraging feedback for teachers. During subsequent years, further changes were implemented that illustrated how equity and opportunities to be a mathematician were enduring themes for resourcing and sustaining teachers' practices.
Reflective Practice and Inquiry: Let's Talk More about Inquiry
Author: Earl, Kerry
Date: 2016-00-00
Type: Journal Articles
Subjects: Inquiry,Reflection,Educational Practices,Transformative Learning,Action Research,Ethnography,Teaching Methods,Faculty Development,Research Methodology,Educational Research

Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. &quot;Inquiry as professional development&quot; and &quot;inquiry as research&quot;, on the other hand, are forms of reflective practice designed and intended to go beyond the personal. We explore the following three research and two inquiry approaches that teachers can use to inform their practice and contribute to our collective knowledge about teaching: the research methods of self-study, autoethnography and action research, and the inquiry approaches &quot;teaching as inquiry&quot;, and &quot;spiral of inquiry&quot;. Any research or inquiry approach used needs to fit purpose, language use, positioning as a researcher and writer, degree of reflexivity and the degree of public critique of the project. When the chosen approach &quot;fits,&quot; our research work has a better chance of improving teaching, student progress and achievement, in short: being useful to others.
Staying on the Journey: Maintaining a Change Momentum with PB4L &quot;School-Wide&quot;
Author: Boyd, Sally
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Planning,Systems Approach,Student Behavior,School Culture,Participative Decision Making,Barriers,Program Design,Change Strategies,Problem Solving,Strategic Planning,Educational Practices,Administrative Principles,Case Studies,Foreign Countries

How do schools maintain momentum with change and enter new cycles of growth when they are attempting to do things differently? This article draws on a two-year evaluation of the &quot;Positive Behaviour for Learning School-Wide&quot; initiative to identify key factors that enabled schools to engage in a long-term and iterative change process. Fullan's systems-thinking ideas about school leadership and change, along with literature on the sustainability of educational initiatives, are used to analyse the interrelated factors that assisted schools to successfully embed this new initiative and address challenges. The design features of &quot;School-Wide,&quot; the way in which support for schools was organised, and practices within schools that created a continuous improvement culture, all contributed to schools being able to maintain a change momentum and continue to grow &quot;School-Wide&quot; in the longer-term.
Does Adding Mathematics to English Language Learners' Timetables Improve Their Acquisition of English?
Author: Stacey, Jenny
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,Adult Students,Second Language Learning,Mathematics Education,Correlation,English Teachers,Adult Educators,English (Second Language),Adult Education,Statistical Analysis,Qualitative Research

This enquiry based project set out to find out if adult English language learners, known as ESOL (English for Speakers of Other Languages) learners in the UK, might benefit, in terms of their acquisition of English, from studying maths. This research has been conducted at a medium sized FE college in the East Midlands where I teach. I evaluate this in two ways, firstly by analysing learners' results, and secondly by asking experienced ESOL teachers to observe and reflect on an ESOL Maths session. This project found a correlation between attending a maths class and improved English language exam results over 5 cohorts of students. In addition, ESOL teachers noted many and varied opportunities for English language learning in an ESOL Maths class, with higher levels of learner participation and confidence than seen in language classes. I recommend that we offer ESOL maths to ESOL learners, and that we reassess maths teaching for all learners, ESOL and English speakers, as a triad: conceptual understanding, procedural competence and language acquisition.
Making the Most of PIAAC: Preliminary Investigation of Adults' Numeracy Practices through Secondary Analysis of the PIAAC Dataset
Author: Coben, Diana
Date: 2016-00-00
Type: Journal Articles
Subjects: Adults,International Assessment,Numeracy,Access to Information,Usability,Data Analysis,Foreign Countries

The Programme for the International Assessment of Adult Competencies (PIAAC) assesses key information processing skills and collects information on how often people undertake a range of activities at work and in everyday life. We are exploring what secondary analysis of online anonymised PIAAC data can tell us about adults' numeracy practices. In the process we review the accessibility and user-friendliness of the data for novice researchers and practitioners in the hope of encouraging them to explore this rich resource and give a brief account of our experience of the process of accessing publicly-available PIAAC data for secondary analysis.
Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math
Author: Ginsburg, Lynda
Date: 2016-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Adult Education,Mathematics Teachers,Mathematics Instruction,Reflective Teaching,Educational Practices,Mathematics Skills,Computation,Teacher Orientation,Online Courses,Teacher Attitudes,Cohort Analysis,Language Usage,Word Problems (Mathematics),Mathematics Anxiety,Teaching Methods,Relevance (Education)

Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they were likely to do so, posting their responses to online course discussion boards. Almost half of the respondents reported they &quot;primarily emphasize calculation skills&quot; and shared various reasons for doing so. The remaining respondents reported emphasizing one of four other instructional practices. Teachers put forth a variety of justifications for the instructional practices they have been using. Professional development efforts will need to recognize and take account of the teachers' beliefs, assumptions and current practices.
Survey of Adult Students with Mathematical Difficulties
Author: Jarlskog, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Students,Student Surveys,Mathematics,Learning Disabilities,Intellectual Disability,Screening Tests,Mathematics Tests,Foreign Countries

This paper relates to one of the test procedures being used in Sweden, used to establish if students need a more thorough investigation of their mathematical difficulties. This paper mainly describes the test process and the results from 10 test subjects. The paper also refers to parts of the research forming the basis for the test process. The paper shows how teachers in their everyday work can use the understanding researchers have of mathematical difficulties and the methods they have developed. The purpose is not to drive the research on mathematical difficulties.
The Intricacies of Assessing Numeracy: Investigating Alternatives to Word Problems
Author: Hoogland, Kees
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Numeracy,Word Problems (Mathematics),Adults,Mathematical Applications,Elementary School Students,Secondary School Students,Statistical Analysis,Comparative Analysis,Problem Solving,Randomized Controlled Trials

Word problems are often used to assess numeracy, despite the growing number of reports on difficulties students encounter with this genre of mathematical problems. These reports contend that a large number of difficulties are influenced by the way the problems are presented, that is, with verbal representations of the problem situations. These difficulties are said to be associated with a form of suspension of sensemaking. In this study, conducted in the Netherlands, we investigated the effect on adult participants' performances of changing the representation of the problem situation, from verbal to image-rich. A controlled randomised trial was the main part of this investigation. Furthermore, we compared the results of adult participants with the results of a similar trial which was held with students from primary and secondary education. The study showed that adult participants' performances improved slightly with the change in representation, particularly on tasks in the content domain of measurement &amp; geometry. These results were comparable with the results found of students from primary and secondary education, indicating that the effect is not related to age. The results could be of interest, however, for all practitioners involved in the work of numeracy task design.
Immersive Planetarium Visualizations for Teaching Solar System Moon Concepts to Undergraduates
Author: Yu, Ka Chun
Date: 2016-12-00
Type: Journal Articles
Subjects: Undergraduate Students,College Science,Astronomy,Recreational Facilities,Teaching Methods,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Educational Technology,Computer Simulation,Semi Structured Interviews,Program Effectiveness

Digital video fulldome has long been heralded as a revolutionary educational technology; yet the discipline-based astronomy education research literature showing planetarium effectiveness has been sparse. In order to help understand to what extent immersion impacts learning and the effect of the &quot;narrative journey&quot; model of presentation, we conducted a pre- and post-test effectiveness study of lectures on moon systems in the Solar System presented to 781 college undergraduates under immersive and non-immersive treatment conditions. Although all students showed some learning gains immediately after instruction, those who saw presentations in an immersive fulldome planetarium showed the greatest retention, compared to control classes that witnessed the same lecture and visuals on a flat screen in their regular classroom, and students that saw no interactive visuals. Because the same instructors, presentation visuals, and instructional outline were used for both the classroom and dome instruction using the virtual environment, the results suggest that the large display and wide field-of-view, two elements unique to the dome, resulted in greater attention, and were primarily responsible for the greater gains.
Ten Years of &quot;Latin-American Journal of Astronomy Education&quot; RELEA: Achievements and Challenges for International Astronomy Education Development
Author: Bretones, Paulo S.
Date: 2016-12-00
Type: Journal Articles
Subjects: Periodicals,Astronomy,Science Education,Educational Development,Scholarship,Publishing Industry,Journal Articles,Comparative Analysis,Educational Research,Productivity,Foreign Countries

This study reviews 10 years of &quot;Latin-American Journal of Astronomy Education&quot; (RELEA), showing that the journal has become a valuable resource for publishing and highlights its pathway as scholarly journal. Furthermore, it is also a call to astronomy education specialists to consolidate their efforts considering similar journals worldwide. Publishing policies of the RELEA and their context are presented in relation to submission, refereeing and publication. The 75 articles published in 18 editions are analyzed and classified. The results showed an acceptance rate of 60.2%; an average of 7.5 articles per year/4.2 per issue. RELEA´s authors are mostly based in Brazil (81.3%); articles target chiefly a school level (university education: 28.0%, high school: 28.0%); their main study focus is learning and teaching (34.7%) and general astronomy content (33.3%). Our results show that compared to other Brazilian journals of education, RELEA had twice as much astronomy articles. In the international scene there has been about a half of astronomy education research, but twice of astronomy in science education research. The challenges related to improve the article submission are discussed: how to increase their number, the submission of Latin American countries, and how to bring in the issues and subjects not addressed until now. It is also encouraged graduate studies, new lines of research in astronomy education, and advertising the journal in universities and schools for professors and teachers. Finally, future possibilities are mentioned given the International Astronomical Union's development programs.
iSTAR First Light: Characterizing Astronomy Education Research Dissertations in the iSTAR Database
Author: Slater, Stephanie J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Astronomy,Science Education,Educational Research,Doctoral Dissertations,Bibliographic Databases,Scholarship,Literature Reviews,Classification,Peer Evaluation,Journal Articles,Research Methodology,Definitions,Interdisciplinary Approach,Masters Theses

There is widespread interest among discipline-based science education researchers to situate their research in the existing scholarly literature base. Unfortunately, traditional approaches to conducting a thorough literature review are unduly hindered in astronomy education research as the venues in which scholarship is reported are fragmented and widely dispersed across journals of varying disciplines. The international STudies of Astronomy education Research (iSTAR) online repository is the result of a concerted international community effort to collect and categorize existing research from peer-reviewed journal articles, dissertations/theses, and grey literature. In a &quot;first light&quot; survey of over 300 U.S. dissertations, we find: (i) work in AER dates back to 1923; (ii) the number of extant dissertations is far greater than anticipated; (iii) research methods definitions have evolved; and (iv) most work has studied participants' broad knowledge rather than specific learning targets. The surprisingly wide breadth of rarely cited research motivates us to collect more AER from across international and cross-disciplinary sources.
&quot;Don't We Have a Storyline?&quot; Negotiating Devising Strategy in a Nordic-Baltic Teacher Education Programme's Artistic Production
Author: Hauge, Torunn Bakken
Date: 2016-12-13
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Dramatics,Creative Activities,Folk Culture,Qualitative Research,Ethnography,Observation,Questionnaires,Interviews,Art Activities,Art Teachers,Drama,Music,Music Education,Visual Arts,Teacher Education,Teacher Education Programs

This article investigates the process of devising strategy in an intercultural Baltic-Nordic setting. Sixty teacher education participants collaborated on an interdisciplinary artistic production based on Norwegian folk beliefs and wights through an intensive, week-long program called Nordplus. Using this as a case study, we explored how the devised approach functioned within the given context and examined the dilemmas and challenges that the teachers faced. We chose a qualitative, ethnographic and descriptive approach, collecting data through observations, questionnaires and interviews. The analysis yielded a variety of insights into the process of devising strategy, specifically within the context of diverse tutorial practices and cultural backgrounds, and the teacher's role in it.
The Development of Thematic Mathematics Book Based on Environment with a Realistic Approach to Implant the Attitude of Caring about Environment at Students of Elementary School Grade One in Kupang
Author: Ekowati, Ch. Krisnandari
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Education,Mathematics Instruction,Elementary School Mathematics,Books,Caring,Foreign Countries,Grade 1,Mathematics Teachers,Elementary School Students,Elementary School Teachers,Mathematical Concepts,Research and Development

The backdrop of this research is among others (1) the content of article 8 legislation national education system 20/2003 that the society takes the participation in planning and evaluating education, (2) the criterion of curriculum 2013 that is integrated and has a theme of natural environment, (3) the reality in the field showing that mathematics is not too meaningful, (4) do not use the school environment yet in outdoor learning so that can implant the attitude of caring about the environment. Based on the backdrop, the problem statement of this research is: how to develop thematic mathematics book based on environment with a realistic approach to implant the attitude of caring about the environment at the students of elementary school grade one in Kupang as early as possible? The method used is Research and Development with a type of Formative Research introduced by Tessmer in 1993. There are three steps in this research among others (1) the step of getting early data by using survey method analysed descriptively, (2) the step of developing the thematic mathematics books validated by the expert of education and mathematics (3) experiment step that is analysed with an inferensial statistic by using dependent t correlation analysis to know the difference of the student's mathematics knowledge before and after using the learning tool developed and to implant the attitude of caring about the environment at the students. The school used as the limited class test or small class test toward the product developed is Directive Primary School Naimata Kupang, meanwhile for the big class test is Catholic Primary School St. Arnoldus Kupang. The basic reason to choose both of the schools is the minimum of reference books used by the teachers at grade one at the schools, and they do not use the large area of the schools field as a medium in learning. The result of the research based on the problem statement showing that almost all the students is very active and have a positive response. The attitude of caring about the environment begin to appear after using the thematic mathematics book developed, as a guide book for the teachers and the practice book for the students. Besides, the students' understanding toward the number basic concept, the number operations and the two dimensions also increase and the misconception doesn't occur.
Knowledge of Food and Drug Interactions among Nurses: Assessment Strategy for Continuing Education
Author: Enwerem, Nkechi M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Nurses,Continuing Education,Case Studies,Allied Health Personnel,Surveys,Questionnaires,Metropolitan Areas,Statistical Analysis,Nursing,Food,Allied Health Occupations,Drug Use,Drug Therapy,Dietetics,Pharmacology

The effect of medication errors on patient quality care and safety is a critical ongoing concern requiring solutions. Although medication safety has been a concern of all healthcare professions, registered nurses play an important role in medication safety as patients' advocates. A cross sectional study with structured questionnaire on common FDI found in the medical journal was used in this study. The questionnaire consisted of 37 questions (dichotomous and multiple choice questions). A convenience sample of 271 nurses from different inpatient community nursing units (60 medical surgical, 60 telemetry, 29 Intensive care (ICU), 21 emergency, and 101 &quot;others&quot;) across the DC-MD-VA metropolitan areas were recruited for this study. The data was subjected to descriptive analysis. The study protocol was approved by the Office of Regulatory, Research Compliance, Howard University. The result, showed no significant differences in the knowledge of FDI among the 5 groups of registered nurses. The authors propose continuing education for all nurses to update dosage calculation, follow drug administration protocol and enhance knowledge of pharmacology as avenues to reduce medication error. The authors also recommend that future studies focus on a larger sample size, inclusion of more associated FDI variables and use of high level statistical analysis.
Undergraduate Arab International Students' Adjustment to U.S. Universities
Author: Abu Rabia, Hazza M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Adjustment,Foreign Students,Arabs,Cultural Differences,Barriers,Social Adjustment,Socialization,Qualitative Research,Educational Experience,Academic Achievement,Culture Conflict,English (Second Language),Second Language Learning,Social Isolation,Semi Structured Interviews,Student Attitudes

The adjustment process and issues of 16 Arab international students enrolled at two universities in the Northeast of the United States were examined through this qualitative, exploratory study. The participants were from Iraq, Jordan, Kuwait, Oman, Saudi Arabia, Syria, and United Arab Emirates and had been in the US for 2 to 5 years. In-depth interviews were employed to document and analyze the experiences and challenges of these students on U.S. campuses. One-on-one interviews with the participants revealed multiple factors obstructed Arab international students' academic success and limited their socialization within the context of their postsecondary institution, their host community, and their host nation. Several prevailing themes were discovered among the participants, including culture shock, language barrier, cultural differences, and isolation. While further research is needed, these findings suggest that specific programming and outreach by U.S higher education institutions could be implemented to assist Arab international students' adjustment to the academic and social environment of their host campus.