ethanporcaro/eric-fulltext-meta huggingface dataset:
TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program
Author: Hofer, Mark
Date: 2012-00-00
Type: Journal Articles
Subjects: Technology Integration,Mixed Methods Research,Surveys,Longitudinal Studies,Educational Technology,Preservice Teacher Education,Preservice Teachers,Pedagogical Content Knowledge,Graduate Study,Secondary Education,Pilot Projects,Measurement Techniques,Statistical Analysis

How does preservice teachers' knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants' technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants' technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK). (Contains 8 tables and 1 figure.)
Brain Games as a Potential Nonpharmaceutical Alternative for the Treatment of ADHD
Author: Wegrzyn, Stacy C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Brain,Elementary School Students,Secondary School Students,Learner Engagement,Games,Neurological Impairments,Behavior Problems,Outcomes of Treatment,Cognitive Processes,Effect Size

Attention deficit hyperactivity disorder (ADHD) is the most commonly diagnosed childhood neurobehavioral disorder, affecting approximately 5.5 million children, of which approximately 66% take ADHD medication daily. This study investigated a potential nonpharmaceutical alternative to address the academic engagement of 5th through 11th grade students (n = 10) diagnosed with ADHD. Participants were asked to play "brain games" for a minimum of 20 minutes each morning before school for 5 weeks. Engagement was measured at three points in time using electroencephalogram, parent and teacher reports, researcher observations, and participant self-reports. An analysis of the data supports the hypothesis that daily use of brain games can help strengthen focusing ability and executive functioning in adolescents with ADHD. The results provide hope for those searching for an alternative or supplement to medication as a means of helping students with ADHD engage in the classroom. (Contains 5 tables and 6 figures.)
NETS[middle dot]A Scholarship: A Review of Published Literature
Author: Richardson, Jayson W.
Date: 2013-00-00
Type: Information Analyses
Subjects: Educational Technology,Leadership,Content Analysis,Literature Reviews,Scholarship,Educational Administration,Educational Indicators,National Standards,Meta Analysis,Electronic Libraries

To date, no systematic analysis of the current body of literature has aimed to understand the extent to which school technology leadership is being investigated. This review of the literature presents a content analysis of articles published from 1997 through 2010 housed in the Education Resource Information Center (ERIC) database on the topic of school technology leadership. We structured and conceptually framed our analysis around the National Educational Technology Standards for Administrators (NETS[middle dot]A). Based on our content analysis, 37 articles had any focus on technology leadership as defined by the NETS[middle dot]A. Although we found all indicators of the standards were covered to some degree, there was a glaring lack of in-depth research around this topic. In fact, nearly 68% of the articles were simply descriptive in nature. We determined that Standard 4: Systemic Improvement and Standard 5: Digital Citizenship were least studied in the current body of literature. We conclude that more scholarly efforts need to focus on topics germane to the technology standards for school leaders. (Contains 3 tables.)
Technology in Gifted Education: A Review of Best Practices and Empirical Research
Author: Periathiruvadi, Sita
Date: 2013-00-00
Type: Journal Articles
Subjects: Academically Gifted,Educational Technology,Best Practices,Technology Uses in Education,Literature Reviews,Technology Integration,Meta Analysis

The article aims to explore the progress of technology use in gifted education and highlight the best practices and empirical research in this area. The literature on the use of technology with gifted students and their teachers has been extensive, with articles on best practices, but the empirical research in this area is still emerging. With the increasing interest and awareness about integrating technology, this review will be useful for helping teachers, practitioners, and researchers understand how technology has been used in different areas of gifted programming, including learning and development, assessment, curriculum, learning environments, and professional development. The authors also discuss the current research on technology use in general education and offer suggestions for future research in this area with gifted children and their teachers. (Contains 1 table.)
Exploring Factors that Predict Preservice Teachers' Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior
Author: Sadaf, Ayesha
Date: 2013-00-00
Type: Journal Articles
Subjects: Interviews,Qualitative Research,Web Sites,Electronic Publishing,Web 2.0 Technologies,Social Networks,Computer Uses in Education,Technology Integration,Preservice Teachers,Education Courses,Rating Scales,Prediction,Preservice Teacher Education,Intention,Behavior Theories,Positive Attitudes,Educational Technology,Predictor Variables,Statistical Analysis,Mixed Methods Research,Surveys

This study investigated factors that predict preservice teachers' intentions to use Web 2.0 technologies in their future classrooms. The researchers used a mixed-methods research design and collected qualitative interview data (n = 7) to triangulate quantitative survey data (n = 286). Results indicate that positive attitudes and perceptions of perceived usefulness are significant predictors of preservice teachers' intentions to use Web 2.0 technologies. Additional findings indicate that preservice teachers intend to use blogs, wikis, and social networking in their future classrooms to improve student learning, student-student and student-teacher interaction, collaborative learning, student writing ability, and sharing content knowledge. Although preservice teachers intend to use Web 2.0 technologies due to these pedagogical benefits, they believe that successful use of Web 2.0 depends on the meaningful integration of these technologies with the subject being taught, learning goals, and age level of their students. This study has implications for teacher educators who are preparing preservice teachers to use Web 2.0 technologies in their classrooms. (Contains 2 tables and 3 figures.)
Prior Study of Mathematics as a Predictor of Pre-Service Teachers' Success on Tests of Mathematics and Pedagogical Content Knowledge
Author: Norton, Stephen
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Preservice Teacher Education,Mathematics Curriculum,Pedagogical Content Knowledge,Mathematics Teachers,Predictor Variables,Knowledge Level,Mathematics Instruction,High Schools,Secondary School Mathematics,College Mathematics,Elementary School Teachers,Success,Graduate Students,Correlation,Foreign Countries

There remains a lack of empirical evidence about the relationship between the level of mathematics studied at high school and within tertiary degrees and primary school pre-service teachers' success in curriculum subjects. Further, there is little evidence to inform the structure and delivery of mathematics teacher preparation. In this study, the content and pedagogical knowledge of pre-service primary teachers were examined, as was their view of the effectiveness of a unit of study based on mathematics content and pedagogy. The cohort comprised 122 graduate diploma primary teacher preparation students; the unit's assessment required them to know the mathematics they were expected to teach as well as describe how to teach it. It was found that the level of high school mathematics undertaken was highly correlated with success in the teacher education unit designed to prepare prospective teachers to teach primary (elementary) mathematics. The findings have implications for enrolment in pre-service primary teacher preparation courses as well as for the structure of mathematics curriculum units. (Contains 4 tables and 2 figures.)
Pre-Service Secondary Mathematics Teachers Making Sense of Definitions of Functions
Author: Chesler, Joshua
Date: 2012-00-00
Type: Journal Articles
Subjects: Majors (Students),Mathematics Education,Teacher Educators,Definitions,Mathematics Teachers,Pedagogical Content Knowledge,Secondary School Mathematics,Preservice Teachers,Mathematics,Secondary School Teachers,Secondary School Students,Mathematics Instruction,Undergraduate Students,Undergraduate Study,Equations (Mathematics)

Definitions play an essential role in mathematics. As such, mathematics teachers and students need to flexibly and productively interact with mathematical definitions in the classroom. However, there has been little research about mathematics teachers' understanding of definitions. At an even more basic level, there is little clarity about what teachers must know about mathematical definitions in order to support the development of mathematically proficient students. This paper reports on a qualitative study of pre-service secondary mathematics teachers choosing, using, evaluating, and interpreting definitions. In an undergraduate capstone course for mathematics majors, these future teachers were assigned three tasks which required them to (1) choose and apply definitions of functions, (2) evaluate the equivalence of definitions of functions, and (3) interpret and critique a secondary school textbook's definition of a specific type of function. Their performances indicated that many of these pre-service mathematics teachers had deficiencies reasoning with and about mathematical definitions. The implications of these deficiencies are discussed and suggestions for teacher educators are proposed. (Contains 3 tables and 1 figure.)
A Lesson Based on the Use of Contexts: An Example of Effective Practice in Secondary School Mathematics
Author: Harvey, Roger
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Mathematics Instruction,Secondary School Mathematics,Teacher Educators,Teaching Methods,Grade 11,Algebra,Teacher Attitudes,Relevance (Education),Mathematical Concepts,Single Sex Schools,Females,Educational Technology

The importance of using real-life contexts in teaching mathematics is emphasised in many policy and curriculum statements. The literature indicates using contexts to teach mathematics can be difficult and few detailed exemplars exist. This article describes the use of real-life contexts in one New Zealand Year 11 algebra lesson. Data included a video recording of one lesson and the teacher's reflections on the lesson. Analysis of the lesson revealed the importance for its success of the ways in which the learning tasks and their contexts were introduced, ongoing referral to the contexts, consolidation of prior mathematics learning, and teacher questioning. The lesson described illustrates how meaningful links to real-life contexts can be developed to promote mathematical understanding, how a balance between focusing on the mathematics and the context can be achieved, and that these require careful planning. The lesson example and its analysis indicate that awareness of the complexity of implementing context-based mathematics learning is important for those who promote or want to implement context-based mathematics teaching, including policy makers, teacher educators, and teachers. (Contains 1 table and 6 figures.)
Pressure to Perform: Reviewing the Use of Data through Professional Learning Conversations
Author: White, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: Testing,Test Items,Teaching Methods,Foreign Countries,Data Analysis,Misconceptions,Mental Computation,Mathematics Teachers,Professional Development,Mathematics,Numeracy,Secondary School Mathematics,Pretests Posttests,Academic Achievement,Scores,Secondary School Teachers,Learner Engagement,High Stakes Tests

With increased accountability attached to students' results on national testing in Australia, teachers feel under pressure to prepare students for the tests. However, this can lead to shallow teaching of a narrowed curriculum. An alternative approach involves using data to identify common errors and misconceptions, discussing strategies aimed at building understanding of important mathematical ideas as well as students' confidence in answering context-based mathematics questions. This study explored the use of a learning model based on professional conversations about national testing results as well as school-based assessment data with junior secondary mathematics teachers in one school. The teachers identified the learning needs of students and chose to implement mental computation and estimation approaches as well as a strategy to address the literacy demands of numeracy test items to support student learning before and after the NAPLAN test. An analysis of the professional learning model identified approaches to enhance both student learning and teaching practice. (Contains 7 tables and 3 figures.)
Supporting Mathematics Instruction with an Expert Coaching Model
Author: Polly, Drew
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Teachers,Expertise,Classroom Observation Techniques,Mathematics Education,Educational Change,Professional Development,Mathematical Concepts,Mathematics,Feedback (Response),Elementary School Mathematics

This article presents findings from a study in which the author served as an expert coach and provided ongoing support to four elementary school teachers related to employing standards-based pedagogies in their mathematics classrooms. In addition to assisting teachers, the author examined which supports they sought and the impact of them on mathematics instruction. Data were collected through participant interviews, classroom observations, and anecdotal notes. Inductive qualitative analysis indicated that teachers who sought more in-class support and co-teaching opportunities showed more enactments of standards-based pedagogies than teachers who asked for resources and support outside of their mathematics classroom. Implications for models of teacher support related to mathematics instruction are provided. (Contains 6 tables.)
Descriptive Analysis of Student Ratings
Author: Marasini, Donata
Date: 2011-00-00
Type: Journal Articles
Subjects: Scientific Concepts,College Instruction,Student Evaluation of Teacher Performance,Data Interpretation,Rating Scales,Participant Satisfaction,Outcome Measures,Multidimensional Scaling,Scoring Formulas,Mathematical Applications,Equations (Mathematics),Teacher Effectiveness,Instructional Effectiveness

Let X be a statistical variable representing student ratings of University teaching. It is natural to assume for X an ordinal scale consisting of k categories (in ascending order of satisfaction). At first glance, student ratings can be summarized by a location index (such as the mode or the median of X) associated with a convenient measure of ordinal dispersion. For instance, the median of X may be associated with the dispersion index of Leti, resulting in a synthesis that takes into account the ordinal nature of data and also communicates information in an effective way. More generally, there are many indexes (such as the ordinal entropy) that can be properly employed to measure the ordinal dispersion. On the other hand, student ratings are often converted into scores and treated as a quantitative variable. More generally, it is possible to measure student satisfaction by means of a real-valued function defined on the standard simplex and satisfying some appropriate conditions. Finally, such a measure of satisfaction can be associated with a suitable measure of variability. (Contains 3 tables.)
A Two-Level Structural Equation Model for Evaluating the External Effectiveness of PhD
Author: Chiandotto, Bruno
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Degrees,Educational Indicators,Structural Equation Models,Role of Education,Employment Level,Job Placement,Satisfaction,Hierarchical Linear Modeling,Labor Market,Measures (Individuals)

In recent years the number of PhDs in Italy has significantly grown and purposes of PhD courses have expanded from the traditional ones. The analysis of the contribution of PhD title for job placement and employment condition of PhDs is an important tool for evaluating the quality and the effectiveness of PhD courses. For this reason, knowledge of the employment status and career of PhDs becomes essential and can help to reduce the gap between academia and labour market. The aim of this paper is to estimate a two-level structural equation model with latent variables to assess the external effectiveness of PhD. The analysis is performed using data from the research &quot;Current situation and employment prospects of PhDs&quot;, commissioned by National Committee for the Evaluation of the University System (CNVSU) to the Department of Statistics &quot;G. Parenti&quot; of the University of Florence. The proposed measure of &quot;external effectiveness&quot; is a latent variable obtained by evaluating the level of satisfaction with the employment status of PhDs who achieved the title in 2008. The opinion was expressed one year after obtaining PhD on a ten ordered point scale. External effectiveness indicators used are Consistency with studies, Utilization of the acquired skills and Compliance with the cultural interests. (Contains 3 tables, 2 figures and 7 endnotes.)
Measures for Ph.D. Evaluation: The Recruitment Process
Author: D'Agostino, Antonella
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Doctoral Degrees,Doctoral Programs,Graduate Students,Student Recruitment,Eligibility,Criteria,Institutional Characteristics,Institutional Evaluation,Rating Scales,Classification

In the last years the quality of Higher Education (HE) system and its evaluation have been key issues of the political and scientific debate on education policies all over Europe. In the wide landscape that involves the entire HE system we draw attention on the third level of its organization, i.e. the Ph.D. In particular, this paper discusses the necessity of monitoring the recruitment process of Ph.D. system because it represents a fundamental aspect of the Ph.D. system as a whole. We introduce a set of concepts related to the recruitment process and then we make them computable with synthetic indicators. The study provides an empirical analysis based on doctoral schools of four academic years at the University of Siena. Proposed indicators are finally used for detecting weakness and strength of each Ph.D. school. (Contains 5 tables and 9 endnotes.)
Differential Variability of Test Scores among Schools: A Multilevel Analysis of the Fifth-Grade INVALSI Test Using Heteroscedastic Random Effects
Author: Sani, Claudia
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Districts,Academic Achievement,Institutional Evaluation,Student Evaluation,Scores,Elementary Schools,Differences,Pattern Recognition,Standardized Tests,Data Analysis,Mathematics Tests,Elementary School Students,Grade 5,Hierarchical Linear Modeling,Socioeconomic Influences

The performance of a school system can be evaluated through the learning levels of the pupils, usually summarized by school mean scores. The variability of the mean scores among schools is rarely studied in detail, though it is a crucial issue especially in primary schools: in fact, a high variability among schools raises doubts on the capacity of the system to guarantee equal educational opportunities. To investigate the patterns of variability in Italy, we analyse data from INVALSI, the Italian national institute for the evaluation of the school system, which regularly carries out standardized tests to assess the learning levels of the pupils at various grades. We consider the mathematics test administered to fifth-grade pupils at the end of the 2008/2009 year, along with a pupil's questionnaire for measuring socio-economic factors. The analysis is performed using a random intercept linear model on the Rasch score of the mathematics test, with pupil-level errors depending on gender and school-level errors depending on the geographical area. The model includes several demographic and socio-economic explanatory variables and some compositional variables obtained as school means of pupil variables. The results show a considerable increase in the residual variance among schools when going from North to South, pointing out a serious issue of fairness in Southern Italy. The situation is mitigated by the finding that a substantial part of the residual variance among schools is due to a few schools with exceptionally positive results. (Contains 6 tables and 3 figures.)
Challenge Your Top Students
Author: Smutny, Joan Franklin
Date: 2011-00-00
Type: Journal Articles
Subjects: Change Strategies,Educational Strategies,Teaching Methods,Teacher Effectiveness,Academically Gifted,Classroom Techniques,Student Needs,Best Practices

Fast learners frequently get left behind. There's no question that time is a major obstacle for teachers who are contending with a wide range of learning needs in their classrooms--but there are ways to ratchet up the challenges. Over the years that the author has been teaching gifted children and mentoring teachers, she has found that there are ways to run the classroom and clear strategies to use that can help meet the needs of a wide range of students at once. She discusses ten strategies to help teachers reach their above-level kids (and everyone else, too).
Lessons in Pop: Does Pop Culture Belong in the Classroom?
Author: Adams, Caralee
Date: 2011-00-00
Type: Journal Articles
Subjects: Music,Popular Culture,Poetry,Fiction,Instruction,Teaching Methods

Many teachers are finding that weaving in examples from current movies, television, music, and popular fiction makes their lessons come alive for students. A clip from "The Daily Show" or rap lyrics can be vehicles to talk about politics and poetry. Pop culture is what students talk about in the hallways, so why not harness that interest and relate it to learning? Though some argue kids are already saturated with pop culture and do not need more in school, the trick is finding the balance. In this article, the author discusses the right and wrong ways to approach pop culture in one's lessons. (Contains 4 online resources.)
Guide to Teaching Degrees 2011
Author: Adams, Caralee
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Benefits,Masters Degrees,Salary Wage Differentials,Comparable Worth,Education Work Relationship,Teacher Education,Teacher Qualifications,Demand Occupations,Program Guides,Coping,Teacher Effectiveness

Getting a master's degree means lots of late nights, busy weekends, and probably taking on student loan debt. The commitment raises the question: Is it worth it? This article takes a comprehensive look at how much a master's is worth, which degree one should pursue, and how one can find a balance in graduate school.