ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching
Author: Unlu, Melihan
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Mathematics Instruction,Mathematics Anxiety,Structural Equation Models,College Students,Student Surveys,Elementary School Mathematics,Models,Correlation,Rating Scales,Likert Scales,Foreign Countries,Statistical Analysis

The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which was conducted in accordance with relational survey model, consists of 380 university students, who studied at the department of Elementary Mathematics Education at two state universities. In order to collect data for the present research, &quot;Self-efficacy Beliefs towards Mathematics Scale&quot;, &quot;Self-efficacy Beliefs toward Mathematics Teaching Scale&quot;, &quot;Mathematics Anxiety Scale&quot; and &quot;Mathematics Teaching Anxiety Scale&quot; were utilized. Researchers developed a model in accordance with the related literature, and tested the direct and indirect relations between self-efficacy belief toward mathematics, mathematics anxiety and self-efficacy belief for mathematics teaching, mathematics teaching anxiety variables. Data were analysed with structural equation model on AMOS 19.0 program. The model shows that the most important independent variable affecting mathematics teaching anxiety is mathematics anxiety; the most important independent variable affecting self-efficacy belief toward mathematics teaching is mathematics anxiety; the most important variable affecting mathematics anxiety is self-efficacy belief toward mathematics; and the most important variable affecting mathematics teaching anxiety is self-efficacy belief toward mathematics teaching.
Parenting Styles as Correlates of Adolescents Drug Addiction among Senior Secondary School Students in Obio-Akpor Local Government Area of Rivers State, Nigeria
Author: Onukwufor, Jonathan N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parenting Styles,Correlation,Adolescents,Drug Addiction,Secondary School Students,Geographic Regions,Hypothesis Testing,Questionnaires,Likert Scales

The study was conducted to find out the relationship between parenting styles and secondary students' drug addiction among adolescents in secondary schools in Obio-Akpor Local Government Area (L.G.A.) of Rivers State Nigeria. The study was guided by three research questions and similar number of null hypotheses. The study adopted a correlation research design. The population of the study consisted of all the 12,000 senior secondary students in thirteen public secondary schools in Obio-Akpor L.G.A. The study had a sample of 1200 students. A proportional stratified sampling technique was used to draw the sample size. Two instruments called Parenting Styles Questionnaire (PSQ) and Adolescent Drug Addiction Questionnaire (ADAQ) were used for the study. The instruments face and content validities were determined. The reliability coefficients of the two instruments were 0.93 for PSQ and 0.89 for ADAQ respectively. Correlation statistics by Pearson was used to answer the research questions, and test the null hypotheses. Result of the study among others is that authoritarian and authoritative parenting styles have a very low positive relationship with adolescents' drug addiction. It was recommended among others that parents, counselors, teachers and all those involved in character formation should try and be more authoritative in their attitude towards children, especially the adolescents.
The Role of Leadership in the Development of the Creative School in Palestine
Author: Sabbah, Suheir Sulieman
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Role,Foreign Countries,Focus Groups,Instructional Leadership,Creativity,Administrator Role,School Administration,Leaders,Extracurricular Activities,Questionnaires,Interviews

The world faces a great developmental revolution in all scientific fields which in its turn affects different aspects of life, such as: the medical, engineering and educational fields, etc. The educational school's aspect in particular will be the topic of this research. It tries to assist in developing the different aspects of the educational leader's character in order to be capable to work, conduct research, create and innovate through developing how to think and how to be a creative leader of a creative school. This study aims at recognizing the role of educational leadership in developing the creative school in Palestine. Two focus groups, each of which consists of 15 members, were met. According to their responses, a list of opinions and suggestions, that had been given to explain the educational role in developing a creative school, was applied to a small sample of 116 school's male and female leaders. Results showed high percentage in the role of educational leader of average 4.43 and a standard deviation of 0.29. The highest percent was for the role of school's administration and class' environment followed by teacher's role and extra class activities respectively.
A Personalized e-Learning Framework
Author: Alhawiti, Mohammed M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Student Centered Learning,Instructional Design,Individualized Instruction,Web Based Instruction,Resource Units,Integrated Learning Systems,Semantics,Internet,Cognitive Style,Models,Indexing,Metadata

With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from &quot;one instructional design for many learners&quot; to &quot;one design for one learner&quot; or &quot;many designs for one learner&quot;. Currently, there are mature technologies that can lead to the construction of a personalized e-learning environment, namely: Ontology, Semantic web, learning objects, and content management systems. In this paper, a personalized e-learning framework is proposed, where learning objects are classified according to their suitability for the different types and styles of learning, and where these learning objects are offered to individual learners according to their personal preferences, skills and needs.
District, Union, and Community Collaboration: Massachusetts Consortium for Innovative Education Assessment
Author: Kelly, Dianne
Date: 2017-00-00
Type: Journal Articles
Subjects: Consortia,Educational Assessment,Educational Innovation,Partnerships in Education,Alternative Assessment,School Community Programs,School Community Relationship,Organizational Objectives,Group Membership,Educational Quality,Program Implementation,Educational Practices,Educational Objectives,School Districts,Elementary Secondary Education,National Competency Tests,Achievement Tests,Secondary School Students,International Assessment

While Massachusetts has received accolades for its high scores on the National Assessment for Educational Progress (NAEP) and Program for International Student Assessment (PISA) tests, absolute results from standardized tests tend to correlate strongly with family income and parental education. The Massachusetts Consortium for Innovative Education Assessment (MCIEA) was founded in March 2016 by a group of school districts, teacher unions, partner organizations, and a key state senator, with the goal of creating a new multiple-measures accountability system. This system was founded on the belief that there are richer assessment methods than a single standardized test to truly assess student learning and school quality, methods that can provide a deeper, more dynamic understanding of students and schools. The consortium is creating a multiple-measures school quality dashboard in the areas of teachers and the teaching environment, school culture, resources, student learning, and civic engagement and well-being. In this article, Dan French, the executive director of the Center for Collaborative Education (CCE), sat down with Dianne Kelly, superintendent of the Revere Public Schools (a consortium district), and Erik Fearing, Revere Teachers Association president and MCIEA co-chair, to discuss the consortium. These consortium leaders discuss how their model--based on collaboration among districts, teachers unions, and community organizations--aims to change the way school quality is assessed.
Kindergarten Children's Interactions with Touchscreen Mathematics Virtual Manipulatives: An Innovative Mixed Methods Analysis
Author: Tucker, Stephen I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Kindergarten,Teaching Methods,Manipulative Materials,Educational Technology,Mathematics Instruction,Mixed Methods Research,Interaction,Learning Activities,Computer Oriented Programs,Number Concepts,Interviews,Video Technology,Multivariate Analysis,Handheld Devices,Visualization,Learning Processes,Pretests Posttests

The purpose of this study was to examine patterns of mathematical practices evident during children's interactions with touchscreen mathematics virtual manipulatives. Researchers analyzed 33 Kindergarten children's interactions during activities involving apps featuring mathematical content of early number sense or quantity in base ten, recorded during one-to-one task-based interviews. Iterative analysis involved applying learning progression rubrics to video data, using hierarchical clustering to visualize the progressions via heatmaps with dendrograms, and returning to video data to investigate emergent patterns. Results indicated that overall, children's mathematical practices aligned with research on development of mathematical understandings, but that individual children's mathematical practices changed little within a given activity. The study extends existing research by shedding light on children's interactions with touchscreen mathematics virtual manipulatives and supports the use of these analysis and visualization techniques.
Prospects and Pitfalls in Combining Eye-Tracking Data and Verbal Reports
Author: Helle, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Eye Movements,Verbal Communication,Epistemology,Guidelines,Protocol Analysis,Medicine,Medical Evaluation,Vision,Speech Communication,Diagnostic Tests,Scientific Research

It is intuitively appealing to try to combine eye-tracking data and verbal reports when investigating medical image interpretation. However, before collecting such data, important decisions must be made, including exactly when and how to collect the verbal reports. The purpose of this methodological article is to reflect on the pros and cons of different solutions and to offer some guidelines to investigators. We start by exploring the ontology of vision and speech production and the epistemology of eye movements to grasp what fixations and verbal reports actually reflect. We are also interested in the major constraints of the two systems. Second, we elaborate on two dominant investigational approaches to verbal accounts: concurrent think-aloud and Chi's explanations. Later, we move on to other approaches. Third, we present and critically evaluate studies from the literature on medical image interpretation, specifically ones that have sought to contrast or integrate eye-movement data and verbal reports. Fourth, we conclude with some practical guidelines and suggestions for further research.
An Assessment of the Importance of Admission Test for Enrollments in Public Universities of Bangladesh
Author: Bhuia, Mohammad Romel
Date: 2016-00-00
Type: Journal Articles
Subjects: College Entrance Examinations,Foreign Countries,Public Colleges,Enrollment,Academic Records,Grade Point Average,Regression (Statistics),Scores,Correlation,College Admission,College Applicants,Admission Criteria,Statistical Analysis

Public universities in Bangladesh arrange admission test to judge the students' merit before the enrollment. Academic results of previous examinations (SSC and HSC) are also considered in the admission procedure. There are some disputes regarding the importance of admission test besides the previous academic records. The universities emphasize on the admission test while the government authorities ponder it as a burden for the students. This study has made an attempt to examine the importance of admission test in selection procedure utilizing a particular year admission test database of Shahjalal University of Science and Technology (SUST). Univariate and bivariate analyses along with regression models were used to analyze the data. The results indicate that students with higher score in both SSC and HSC examinations had higher possibility to be eligible for enrollment. However, a vital proportion of applicants with maximum GPA 5.00 in both examinations did not qualify in merit and waiting position. The results also show association and moderate positive correlation of admission test score with SSC and HSC results. Finally, regression analysis indicates that though the contributions of the SSC and HSC results on admission test scores are significant, the variation in admission test scores is not much explained by the previous records. Such findings recommend arranging admission test, besides academic qualification, to select the eligible applicants for enrollment in public universities.
Attitudinal and Cognitive Beliefs of Two Preservice Secondary Mathematics Teachers
Author: Belbase, Shashidhar
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Student Teacher Attitudes,Beliefs,Mathematics Instruction,Geometric Concepts,Technology Uses in Education,Interviews,Undergraduate Students,Constructivism (Learning),Grounded Theory,Self Efficacy,Computer Software,Handheld Devices,Reflection,Case Studies

The objective of this paper is to present attitudinal and cognitive beliefs of two preservice secondary mathematics teachers about teaching geometric transformations (GTs) using Geometer's Sketchpad (GSP). The study comprised ten task-based interviews, a series of five each with two participants, senior undergraduate preservice mathematics teachers, at a medium-sized public university in the Rocky Mountain Region of the United States of America. Radical constructivist grounded theory (RCGT) was the theoretical framework used both to guide the study process as well as to integrate the research participants, the researcher, research process, and the data. The results of the study include in vivo categories of the participants' beliefs associated with attitude and cognition of teaching GTs with GSP. These include developing confidence with GSP, efficiency of using GSP for teaching GTs, exploring GTs with GSP, conjecturing GTs using GSP, supporting and engaging students in learning GTs, and understanding GTs with GSP. Some pedagogical and policy implications of these categories are also addressed.
Scholarly Personal Narrative in the SoTL Tent
Author: Ng, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Personal Narratives,Research Methodology,Definitions,Data Analysis,Reflection,Theory Practice Relationship

Scholarly personal narrative (SPN) extends the available methodologies by which researchers conduct the Scholarship of Teaching and Learning (SoTL). In this article, the authors define SPN, which interprets personal experience through scholarly frameworks, leveraging the power of reflective practice to understand the interpersonal dynamics of both the classroom and wider academic communities. SPN fosters disciplinary understandings of SoTL and bridges discourse barriers in order to illuminate the complex environments of teaching and learning. The article examines how widely-accepted definitions of scholarship apply to SPN and provides a scholarly approach for researchers to analyze personal experience as a pool of data, employ a range of analytical techniques, and identify significant results. Through an analysis of two articles, the authors discuss the usefulness of SPN both as a major and minor critical lens. The inclusion of SPN may enrich SoTL pluralism and contribute to the knowledge of the complex contexts and influences that shape instructors, learning environments, and student experiences.
Neural Correlates of Visual Perceptual Expertise: Evidence from Cognitive Neuroscience Using Functional Neuroimaging
Author: Gegenfurtner, Andreas
Date: 2017-00-00
Type: Journal Articles
Subjects: Neurosciences,Diagnostic Tests,Visual Perception,Visual Acuity,Expertise,Evidence,Visual Stimuli,Correlation,Scientific Research

Functional neuroimaging is a useful approach to study the neural correlates of visual perceptual expertise. The purpose of this paper is to review the functional-neuroimaging methods that have been implemented in previous research in this context. First, we will discuss research questions typically addressed in visual expertise research. Second, we will describe which kinds of stimuli are employed and which functional-neuroimaging techniques are implemented in this kind of research, with a special focus on electroencephalography (EEG) and functional magnetic resonance imaging (fMRI). Third, we will summarize the outcomes of recent studies that addressed the neural correlates of visual expertise and will particularly focus on studies that examined the neural correlates of visual expertise in medical image diagnosis. Finally, the review closes with a discussion of the benefits, caveats, and future directions of cognitive-neuroscience research for studying visual expertise.
Assessing Senior Secondary School Students' Mathematical Proficiency as Related to Gender and Performance in Mathematics in Nigeria
Author: Awofala, Adeneye O. A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Gender Differences,Mathematics Achievement,Mathematical Aptitude,Performance Based Assessment,Statistical Analysis,Student Surveys,Likert Scales,Correlation,Socioeconomic Status,Minimum Competencies,Thinking Skills,Foreign Countries,Multiple Regression Analysis

The study investigated mathematical proficiency as related to gender and performance in mathematics among 400 Nigerian senior secondary school students from 10 elitist senior secondary schools in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics of frequency, percentage, mean, and standard deviation and inferential statistics of independent samples t-test, and multiple regression analysis. Findings revealed that senior secondary school students from the elitist schools showed high level of mathematical proficiency. There were significant possible correlations among senior secondary school students' conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition and performance in mathematics. While gender differences in mathematical proficiency are no longer important and are dissipating even at the subscale level there are subtle gender differences in performance in mathematics in this study. Gender, conceptual understanding, productive disposition, adaptive reasoning, strategic competence and procedural fluency made statistically significant contributions to the variance in senior secondary school students' performance in mathematics. Based on this base line study, it was thus, recommended that future studies in Nigeria should investigate the mathematical proficiency of non-elitist schools which dominated the length and breadth of this country so as to generalize the results of this study.
Moving towards Inclusive Learning and Teaching: A Synthesis of Recent Literature
Author: Lawrie, Gwen
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Literature Reviews,Synthesis,Equal Education,Curriculum Design,Delivery Systems,Institutional Characteristics,Educational Change,Educational Development,Research Needs,Student Evaluation,Instruction,Learning

The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.
Computerized Adaptive Test (CAT) Applications and Item Response Theory Models for Polytomous Items
Author: Aybek, Eren Can
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Adaptive Testing,Item Response Theory,Test Items,Models,Computer Simulation,Computer Software,Item Analysis,Scoring,Maximum Likelihood Statistics,Criteria

This article aims to provide a theoretical framework for computerized adaptive tests (CAT) and item response theory models for polytomous items. Besides that, it aims to introduce the simulation and live CAT software to the related researchers. Computerized adaptive test algorithm, assumptions of item response theory models, nominal response model, partial credit and generalized partial credit models and graded response model are described carefully to reach that aim. Likewise, item selection methods, such as maximum Fisher information, maximum expected information, minimum expected posterior variance, maximum expected posterior weighted-information, and ability prediction methods, such as expected a posteriori and maximum a posteriori, are expounded as well as stopping rules for the computerized adaptive tests.
How Experienced SoTL Researchers Develop the Credibility of Their Work
Author: Billot, Jennie
Date: 2017-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Research,Educational Researchers,Credibility,Comparative Education,Expertise,Semi Structured Interviews,Capacity Building,Writing for Publication,Research Methodology,Foreign Countries,Qualitative Research

Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on &quot;credibility&quot; of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.