ethanporcaro/eric-fulltext-meta huggingface dataset:
Detailing Relational Interactions in Urban Elementary Mathematics Classrooms
Author: Battey, Dan
Date: 2018-00-00
Type: Journal Articles
Subjects: Interaction,Elementary School Mathematics,Mathematics Instruction,Urban Schools,Urban Youth,Elementary School Students,African American Students,Hispanic American Students,Urban Education,Teaching Methods,Teacher Student Relationship,Mixed Methods Research,Grade 4,Grade 5,Elementary School Teachers,Mathematics Teachers,Problem Solving,Mathematics Skills,Observation

The lack of quality of instruction in urban mathematics classrooms in the United States has received much attention in the scholarly literature. Other classroom mechanisms such as relational interactions, however, have not received much attention of mathematics education researchers. Relational interactions go above and beyond content instruction to pass on messages about who is mathematically able, whose mathematical contributions are valid, and whose cultural practices are legitimised. Examining lessons across seven classrooms, this exploratory study documented five dimensions of relational interactions: addressing behaviour, framing mathematics ability, acknowledging student contributions, attending to language and culture, and setting the emotional tone. The frequency of the interactions differed significantly across the classrooms, as did the quality. Addressing behaviour and acknowledging student contributions were commonly occurring dimensions though the first skewed negative and the latter positive. The article details the varied ways in which the seven teachers interacted with their African American and Latino students during mathematics instruction.
Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset
Author: Murray, Eileen
Date: 2018-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Educational Opportunities,Teacher Education Programs,Educational Practices,Comparative Education,Knowledge Base for Teaching,Elementary Secondary Education,Schematic Studies,Correlation,Mathematics Education,Fundamental Concepts,Foreign Countries

Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between these knowledge types and the opportunity to learn mathematics within teacher preparation programs across 17 different countries. We consider the relationships between these constructs in various countries to further explore how teacher knowledge can be supported by their experiences in teacher education.
Examining the Impact of a Framework to Support Prospective Secondary Teachers&apos; Transition from &apos;Doer&apos; to &apos;Teacher&apos; of Mathematics
Author: Lee, Hea-Jin
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Preservice Teacher Education,Preservice Teachers,Teaching Skills,Capacity Building,Knowledge Base for Teaching,Methods Courses,Heuristics,Teaching Methods,Teaching Models,Task Analysis,Mathematics Activities,Problem Solving,Pedagogical Content Knowledge

A transition from &quot;doer&quot; to &quot;teacher&quot; for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates' mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates' MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they noticed and their further planning. Teacher candidates' work samples with noticing and noticing with gaps are shared in the results section.
Collaboration between Mathematics Facilitators and Preschool Teachers Using the Innovative &quot;Senso-Math&quot; Preschool Program
Author: Hassidov, Dina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Collaboration,Mathematics Teachers,Facilitators (Individuals),Educational Innovation,Mathematics Instruction,Mixed Methods Research,Teacher Education,Program Implementation,Teacher Attitudes,Questionnaires,Semi Structured Interviews,Correlation,Satisfaction

This article presents a mixed-method study of the innovative &quot;Senso-Math&quot; preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children through the intervention of trained facilitators who bring the adjunct program into preschools. The results indicate a positive change in the attitudes of the facilitators to their professional calling and, after an adjustment period, a positive attitude overall regarding the facilitators' contribution to mathematics education in the preschool as evidenced by the significant relationships that developed between the facilitators and the preschool teachers.
Learning from Teaching Teachers: A Lesson Experiment in Area and Volume with Prospective Teachers
Author: Chamberlin, Michelle T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Educators,Experimental Teaching,Lesson Plans,Student Teaching,Protocol Analysis,Protocol Materials,Lesson Observation Criteria,Data Analysis,Behavioral Objectives,Hypothesis Testing,Preservice Teacher Education,Teaching Methods,Educational Practices,Instructional Innovation

Learning from the practice of teaching teachers is a promising approach for mathematics teacher educators to attain the extensive knowledge and abilities needed for their roles. As mathematics teacher educators ourselves striving to develop across our professional lifespans, we used one such approach, known as a lesson experiment, to investigate how our instruction affected prospective elementary teachers' conceptual understandings of area and volume. Classroom evidence included audio recordings of ten prospective teachers' work on lesson activities as well as written work on three post-assessments. Our analysis for the lesson experiment consisted of two phases, first determining to what extent the learning goals were achieved and then evaluating our hypotheses and instruction for how they supported or hindered the learning goals. Findings revealed the prospective teachers enhanced their understandings of area and volume, yet some unexpected complexities in their thinking arose. The lesson experiment led to instructional recommendations for improving the lesson and enhanced our knowledge as mathematics teacher educators. Implications include the value of lesson experiments as a reflective process to help mathematics teacher educators develop over time as well as practical advice for helping prospective teachers enhance their understandings of area and volume.
Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity
Author: Gomez, Carlos Nicolas
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Professional Identity,Mathematics Teachers,Recognition (Achievement),Discourse Analysis,Persuasive Discourse,Semi Structured Interviews,Pretests Posttests,Ownership,Elementary School Mathematics,Elementary School Curriculum

An investigation on the identity work of a prospective teacher is conducted to better understand how the participant argued for recognition of her projective mathematics teacher identity. Characteristics of the claims, evidence, and anticipatory statements used are explored. Using an argumentation framework, the participant's discourse demonstrated differing strengths for the claims she was making. These were referred to as levels of ownership depending on the number of criteria met (I-statements, hedging, and intensifiers). This helped find the ideas central to how she wanted to be perceived as a mathematics teacher. Evidence for the participant's claims came in two different ways, anecdotal and belief oriented. The anticipatory statements were used in three ways, (a) to provide details; (b) to recognise constraints or limitations; or (c) to enact defensive/protective practices.
The Nature of Feedback Given to Elementary Student Teachers from University Supervisors after Observations of Mathematics Lessons
Author: Schwartz, Catherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Elementary School Mathematics,Preservice Teacher Education,Preservice Teachers,Student Teaching,Student Teacher Supervisors,Student Teacher Attitudes,Lesson Observation Criteria,Field Experience Programs,Teaching Experience,Incidence,Intermode Differences,Teaching Methods,Learning Activities,Content Analysis

This research explores the frequency and nature of mathematics-specific feedback given to elementary student teachers by university supervisors across a collection of post-lesson observation forms. Approximately one-third of the forms (n = 250) analysed from five large universities had no comments related to mathematics. Forms that did have mathematics-specific feedback varied in terms of the number of summary, strength, and suggestion (i.e., type) comments and in the pedagogical focus (e.g., tasks, discourse) of those comments. Chi-square tests of independence indicated the frequency of forms with mathematics-specific feedback differed significantly by university. Results of additional Chi-square tests showed significant interactions between the type of comments and university and between the pedagogical foci of the comments and comment type. Contributing factors and implications, including connectedness of the university supervisors to the programs, professional development provided to university supervisors, and the organisation of the forms, are discussed.
For the Sake of Argument: An Approach to Teaching Evidence-Based Writing
Author: Friedrich, Linda
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Writing Instruction,Persuasive Discourse,Nonfiction,Instructional Materials,Formative Evaluation,Writing Strategies,Writing Skills,Teaching Methods

The National Writing Project's (NWP) College, Career, and Community Writers Program (C3WP) aims to improve young people's ability to write thoughtful, evidence-based arguments. In an era where public discourse has become increasingly polarized, and &quot;echo chambers&quot; of narrow views populate people's social media feeds, teaching students to ground their arguments in evidence is more important than ever. To equip students to thrive in this challenging environment, the NWP's approach to argument writing starts with having students understand multiple points of view that go beyond pros and cons and are based on multiple pieces of evidence, which ultimately enables students to take responsible civic action. At its core, C3WP supports students in navigating an increasingly dense informational world so they can become informed citizens who are prepared to participate in and ultimately strengthen a healthy and vibrant democracy.
Leadership Matters: Teachers&apos; Roles in School Decision Making and School Performance
Author: Ingersoll, Richard M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Role,Decision Making,Academic Achievement,Instructional Leadership,Educational Change,Educational Improvement,Teacher Surveys,Teacher Participation,Public School Teachers,Statistical Analysis

Given the prominence of both instructional leadership and teacher leadership in the realms of school reform and policy, not surprisingly, both have also been the focus of extensive empirical research. But there have been limits to this research. It is, for example, unclear which of the many key elements of instructional leadership are more, or less, likely to be adopted in schools across the nation. Similarly, it is unclear which of these elements are more, or less, beneficial for school performance and for student learning and growth. Likewise, though the extent of teacher involvement in school decision making has been widely studied, there has been almost no solid empirical research on whether teacher leadership is beneficial for student learning and growth. These topics are the subject of a study the authors undertook, which this article summarizes.
Making Meaning from the Past: A Program Inspires Students with History
Author: Gorn, Cathy
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Projects,Student Research,History Instruction,Historical Interpretation,United States History,Teacher Role,Competition,Awards,Secondary School Students

National History Day (NHD), a non-profit organization based in College Park, Maryland, is widely known for the National History Day Contest, in which students conduct historical research and submit their projects at local and state levels, with top students invited to the National Contest. Participation in NHD demonstrates that students learn history when they extensively research and write about it. The NHD contest is not a secondary school version of Trivial Pursuit. It is not a &quot;bee&quot; in which students memorize information that they later recite in response to questions. Rather, it requires that they thoroughly and deliberately examine the world of the past through direct contact with original materials, including documents, photographs, film, newspapers, interviews, and visits to historic sites, such as battlefields, monuments, and memorials. By engaging with such resources, students can understand the motivations of individuals who lived in a particular time and place, why past events unfolded as they did, and how they continue to shape the present.
The Case for Summer Learning: Why Supporting Students and Families All Year Is Vitally Important
Author: Pitcock, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Summer Programs,Relevance (Education),Educational Needs,Educational History,Achievement Gap,Advocacy,Educational Research,Socioeconomic Influences,Elementary Secondary Education

For many people, the word &quot;summer&quot; evokes easier days, a time when life slows down. So does the term &quot;summer break,&quot; a time parents, teachers, and students alike value as a well-deserved respite from the labor of the school year. Unfortunately, a growing body of evidence shows that summer is far from a time to recharge for many families. Instead, it's a time of loss and lack, a time of struggle and stress. With half of all public school children today living in low-income households, the reality is that summer is actually no vacation at all. The truth is, public schools are a critical lifeline for low-income students and families. When they are open, students of different income levels--rich, poor, and middle class--achieve at roughly the same rate. When they are closed, achievement gaps widen and a variety of academic, health, and social-emotional outcomes decline. So why are schools closed in the summer? This article provides a brief history of the summer break, describes recent research on and advocacy for summer learning, and examines why, despite growing understanding of the issue and support for summer learning, it is still not a priority.
Teacher Unionism in America: Lessons from the Past for Defending and Deepening Democracy
Author: Shelton, Jon
Date: 2018-00-00
Type: Journal Articles
Subjects: Unions,Democracy,Teacher Associations,Conflict of Interest,Activism,Advocacy,Neoliberalism,Change Agents,Social Change,Teacher Role

Our nation is at a crossroads. The fight to reclaim our country and restore democracy must come from the bottom up and must be rooted at the local level. Those who teach, now more than ever, represent the crucial linchpin in this struggle. In his book &quot;Teacher Strike!: Public Education and the Making of a New American Political Order,&quot; the author documents some astounding efforts by teachers across the country to build and wield collective power. He concluded in his book that &quot;two examples of teacher unionism, one hundred years apart…show that teacher organization is at its best when it is part of a larger social movement and when it can show how intimately related are teacher working conditions, student learning conditions, and social equality.&quot; The two examples he used were both from Chicago: Margaret Haley and the Chicago Teachers Federation (CTF--a founding union of the American Federation of Teachers in 1916) in the early 20th century, and Karen Lewis and the Chicago Teachers Union (CTU) in the early 21st. In this article, he explains what we can learn from each and share what his union (situated just a bit north of the Windy City) is doing locally to follow in their footsteps.
The Professional Educator: Union Strong before and after the Storm
Author: Capo, Zeph
Date: 2018-00-00
Type: Journal Articles
Subjects: Unions,Public Education,Social Change,Teacher Associations,Change Agents,Advocacy,Activism,Professional Identity

It's no secret that organized labor and public education face a time of great uncertainty. Our country's current president and secretary of education, according to this author, have made clear their intent to support corporate greed at the expense of working people and their unions and to champion privatization schemes that undermine public schools. In recent years, the Houston Federation of Teacher's (HFT) work on multiple fronts--from research on testing and evaluation to engaging members in campaigns--has helped to change the narrative around public education. The author hopes that, by sharing HFT's recent successes and their ongoing efforts to rebuild in the wake of Hurricane Harvey, other local unions facing challenges just as daunting can apply what they have learned.
To Strengthen Democracy, Invest in Our Public Schools
Author: Gasoi, Emily
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Schools,Investment,Democratic Values,Democracy,Humanistic Education,Role of Education,Elementary Secondary Education,Educational Practices,Educational Needs

With the very existence of our system of free, universal education hanging in the balance, there has not been much of a frame of reference for discussing the need to make our schools more democratic. However, in the authors' recent book, &quot;These Schools Belong to You and Me: Why We Can't Afford to Abandon Our Public Schools,&quot; they argue that the threat facing public education is a threat to our democracy writ large. Thus, if we are to take seriously our nation's founding ideals, schools must remain grounded in the humanistic values underlying the original purpose of a system of education that aims to prepare all comers for competent participation in a country governed of, by, and for the people.
The Effectiveness of Cooperative Learning Activities in Enhancing EFL Learners&apos; Fluency
Author: Alrayah, Hassan
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cooperative Learning,Learning Activities,Oral Language,Language Fluency,Correlation,Statistical Analysis,English (Second Language),Second Language Learning,Second Language Instruction,College Freshmen,Experimental Groups,Control Groups,Comparative Analysis,Learning Processes,Foreign Countries,Interviews

This research-paper aims at examining the effectiveness of cooperative learning activities in enhancing EFL learners' fluency. The researcher has used the descriptive approach, recorded interviews for testing fluency as tools of data collection and the software program SPSS as a tool for the statistical treatment of data. Research sample consists of (48) first year-students, studying English language in the Faculty of Education at Omdurman Islamic University-Sudan. The students were divided into experimental and control groups for the requirement of the research-paper. The program of the experimental group lasted for a whole month in which much practice was conducted through the Cooperative Learning activities for enhancing the experimental group's fluency. The most important result indicates a statistically significant correlation between the Cooperative Learning activities and the improvement of EFL learners' oral fluency of speaking. The most important recommendation addresses the concerned authorities to train EFL teachers in the use of Cooperative Learning activities in the teaching/learning process for the purpose of furnishing to generalize their use in the various institutions where English language is studied.
Albee&apos;s Plays in the Light of Psychological Theories
Author: Kaibr, Kadhim Hatem
Date: 2018-00-00
Type: Journal Articles
Subjects: Drama,Psychological Characteristics,Social Theories,Didacticism,Literary Criticism,Literary Styles,Literature Appreciation,Social Problems

Albee's plays are known for highlighting the daily suffering of American individuals and the material pressures exerted upon them by the &quot;American dream&quot; project, which pushes them into choosing between fulfilling their material requirements in exchange for the supreme human values and social relations that bind their community and refusing to face their reality in favor of retreating to a world of illusion. Albee's plays have also touched upon the themes of suicide, departure, anxiety, insanity, fear of death, and fear of the unknown. Many critics and analysts have linked the premises in his plays with psychoanalytical theories that analyze the behavior and the relationship of individuals to their communities. This paper will attempt to focus on certain psychological theories that can explain the state of anxiety and sense of loss experienced by the theatrical characters created by Albee in three of his prominent plays.
The Impact of Electronic Mind Maps on Students&apos; Reading Comprehension
Author: Mohaidat, Mohammad Mahmoud Talal
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Control Groups,Experimental Groups,Teaching Methods,Foreign Countries,Statistical Analysis,Comparative Analysis,Educational Technology,Secondary School Students,Reading Tests,Reading Instruction,Pretests Posttests,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Computer Assisted Instruction,Grade 9,Quasiexperimental Design

This study aimed to investigate the impact of the electronic mind map (IMindMap) on the development of reading comprehension among the ninth grade students in Jordan. The sample of the study consisted of two ninth grade sections from two public schools in Irbid First Directorate during the academic 2016-2017. Each section consisted of (30) students and the two sections were assigned randomly to an experimental group and a control group. The experimental group was taught the chosen texts using the Electronic Mind Mapping strategy while the control group was taught the same texts using the traditional method. The study data were collected using a reading comprehension test that was administered for both groups as a pre and a posttest. The statistical analysis showed a significant difference at the level of (a = 0.05) between the mean scores of both groups in favor of the experimental group. Besides, the findings showed that the effect of applying the electronic mind maps in teaching reading texts was medium. Based on the findings of the study, a number of recommendations were made for both teachers and the Ministry of Education. The most notable recommendation was to train teachers in general and English teachers in particular on how to design electronic mind maps and apply them in their teaching practices.