ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Mathematics Teachers' Difficulties in Doing Proofs and Causes of Their Struggle with Proofs
Author: Doruk, Muhammet
Date: 2015-12-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Foreign Countries,Elementary School Mathematics,Elementary School Teachers,Validity,Mathematical Logic,Mathematical Concepts,Semi Structured Interviews,Barriers,Negative Attitudes,Teaching Methods,Mathematics Instruction,Coding

This research aims to expose prospective mathematics teachers' difficulties while proving, as well as the reasons behind such difficulties. The research includes 121 second year undergraduate prospective teachers studying at the primary mathematics teaching department of a state university in Turkey. The study has found that prospective teachers had serious deficiencies in doing proof. The primary difficulty experienced by prospective teachers is expressing definitions. This difficulty is respectively followed by understanding theorem statement, using mathematical language and notations, selecting proper proof strategy and method, distinguishing concepts, creating a proof structure using definitions, and the difficulty of expressing thoughts. In addition, interviews have been conducted with seven prospective teachers representing each difficulty using semi-structured interview form. Interviews with the participants have shown that the major causes of such difficulties stem from prospective teachers having a negative attitude about proofs, and the various shortcomings in learning and teaching proofs. [This paper was presented as a verbal presentation at the 1st International Eurasian Educational Research Congress.]
Quality Matters: Improving the Status of Literacy Teaching Personnel. UIL Policy Brief 1
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Literacy,Teacher Improvement,Teacher Effectiveness,Facilitators (Individuals),Educational Quality,Teacher Workshops,Change Strategies,Educational Improvement,Adult Education,Foreign Countries

The first policy brief is based on the discussions of experts and practitioners from more than ten countries during the International Workshop on Strategies for the Improvement of the Status of Literacy Teaching Personnel. In this brief, it is argued that in order to harness the potential of the world's illiterates, policymakers and practitioners need to focus their attention on improving the status of literacy facilitators, because teaching personnel are vital for ensuring quality in education.
Youth Matters: Equipping Vulnerable Young People with Literacy and Life Skills. UIL Policy Brief 2
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Daily Living Skills,Youth Opportunities,Youth Programs,Literacy,At Risk Persons,Educational Policy,Participative Decision Making,Special Needs Students,Global Approach,Outreach Programs,Capacity Building,Foreign Countries

Youth literacy and life skills, especially for vulnerable youth who have left school or never received a formal education, should be a policy priority to secure the full participation of young people in society and to ensure peaceful and sustainable development. This document assesses the complex challenge of designing policy for vulnerable youth. It emphasizes the importance of including input from youth and other stakeholders in the decision-making process. It also provides detailed examples of policies and programmes that meet the particular needs of vulnerable youth in an effective manner.
Gender Equality Matters: Empowering Women through Literacy Programmes. UIL Policy Brief 3
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Womens Education,Equal Education,Gender Differences,Adult Literacy,Best Practices,Empowerment,Change Strategies,Educational Opportunities,Improvement Programs,Global Approach,Foreign Countries

The third in UIL's current series of policy briefs, titled &quot;Gender equality matters: Empowering women through literacy programmes,&quot; offers research-informed analysis and action-oriented recommendations for local and national governments, providers of literacy programmes and educators on how to reduce the gender gap in adult literacy. This document describes measures taken in different countries to reduce gender disparities in literacy and presents best-practice examples of literacy programmes that respond to the challenges women face in accessing learning opportunities. It is based on experiences shared by delegates from twelve countries at the International Conference on Achieving Literacy for All in New Delhi in July 2013 and on a research study on women's literacy and empowerment which was presented for discussion to the participants of the aforementioned conference and recently published by UIL. One of the main conclusions of this policy brief is that while literacy alone does not empower women to create and participate in change, as part of policies and programmes that promote equality in all aspects of life, it plays a vital role in changing the lives of millions of women who have received little formal education.
Global Inventory of Regional and National Qualifications Frameworks. Volume II: National and Regional Cases
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Global Approach,Regional Characteristics,Qualifications,National Standards,Educational Objectives,Educational Policy,Stakeholders,Partnerships in Education,Program Implementation,Models,Outcomes of Education,Program Validation,Nonformal Education,Informal Education,Alignment (Education),Strategic Planning,Metadata,Profiles,Lifelong Learning,Case Studies,Foreign Countries

This second volume of the &quot;Global Inventory of Regional and National Qualifications Frameworks&quot; focuses on national and regional cases of national qualifications frameworks for eighty- six countries from Afghanistan to Uzbekistan and seven regional qualifications frameworks. Each country profile provides a thorough review of the main policy objectives, stakeholder involvement, validation of non-formal and informal learning, links to NQFs and important lessons and future plans. [Individual country sections contain a list of abbreviations and references.]
UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-Formal and Informal Learning
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Guidelines,Recognition (Achievement),International Organizations,Program Validation,Accreditation (Institutions),Nonformal Education,Informal Education,Educational Policy,Participative Decision Making,Strategic Planning,Lifelong Learning,Systems Approach,Educational Cooperation,Capacity Building,Financial Support,Sustainability

These guidelines were developed through a participatory process involving consultation with Member States to reflect their experience and diverse needs. They follow the professional advice of an expert group comprised of representatives from each of the regions and of leading international agencies. The preparation of these guidelines also reflects insights from studies on RVA policy and practice that were entrusted to UIL by 33C/Resolution 10 of the 2005 UNESCO General Conference. The report contains a glossary and bibliography.
Pre-Service Science Teachers' Epistemologies in the Physical Sciences
Author: Örnek, Funda
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Epistemology,Physical Sciences,Beliefs,Student Surveys,Student Teacher Attitudes,Likert Scales,Scientific Literacy,Questioning Techniques,Achievement Gains,Pedagogical Content Knowledge,Foreign Countries

Students' epistemologies play a crucial role in helping them construct knowledge. In addition, studying epistemological beliefs is important because they influence students' motivation and affect students' selection of learning strategies (Schommer, Crouse, &amp; Rhodes, 1992; Hofer &amp; Pintrich, 1997). The purpose of this study is to investigate primary pre-service science teachers' epistemologies, their views about the nature of knowledge and learning in the physical sciences. Epistemological Beliefs Assessment for Physical Science (EBAPS) (White et al., 1999) survey was used to collect data. EBAPS attempts to focus on epistemology to the extent possible, and also attempts to probe tacit, contextualized epistemological knowledge that may affect students' science learning. In that case, it is important to attend pre-service science teachers' epistemologies because it may assist us to explain the differences in their learning with research-based curricula, construct more effective curricula, and become better science instructors (Lising &amp; Elby, 2005). The EBAPS survey was administered to primary pre-service science teachers at Bahrain Teachers College (BTC). Most of the pre-service science teachers have a great deal of difficult learning physical sciences and they behave like non-expert like.
Physics Doctorates One Year after Degree: Data from the Follow-up Survey of Degree Recipients from the Classes of 2013 and 2014. Focus On
Author: Pold, Jack
Date: 2016-01-00
Type: Reports - Research
Subjects: Doctoral Degrees,Physics,Followup Studies,Graduate Surveys,Doctoral Dissertations,Annual Reports,Employment Opportunities,Citizenship,Postdoctoral Education

This report presents trend data on the status of physics PhDs one year after receiving their degree. For the last decade postdoctoral fellowships were the most commonly reported positions taken by physics PhDs in the year after receiving their degree. The type of initial employment for of physics PhDs varied depending on the subfield of their dissertation. The findings in this report come from the annual American Institute of Physics (AIP) Follow-up Survey of physics PhD recipients, classes of 2013 and 2014.
Expanding by Degrees: NSHE's Role in Building a New Nevada
Author: Nevada System of Higher Education
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Higher Education,College Role,College Planning,Strategic Planning,Access to Education,Success,Educational Opportunities,Efficiency,Alignment (Education),State Legislation,Funding Formulas,Educational Improvement,State Action

In the fall of 2011, the Board of Regents released &quot;The State and the System: NSHE Plan for Nevada's Colleges and Universities&quot; (see ED525051). That plan, commonly referred to as the Board's &quot;Strategic Directions,&quot; outlined specific goals for combining excellence and austerity to achieve student success. Since that time, the State and the Nevada System of Higher Education (NSHE) have been laser-focused on a broad completion agenda grounded in an expectation of increased performance at every level. Despite the successes of the last several years, however, there is much work to do. This report describes NSHE's recent strides forward in expanding performance, access, success, opportunity, efficiency, and alignment.
Policy on Public Reporting of Regulatory Decisions
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2013-11-28
Type: Reports - Descriptive
Subjects: Higher Education,Accreditation (Institutions),Public Policy,Information Policy,Access to Information,Administrative Principles,Academic Standards,Qualitative Research,Disclosure,Foreign Countries

Tertiary Education Quality and Standards Agency (TEQSA) has published reports on all its regulatory decisions made since July 1, 2013, irrespective of the provider category in which a provider is registered or the particular circumstances of a provider, with the exception of decisions relating to an application for initial registration from an aspiring provider. Any reports on renewal of registration decisions prior to July 1, 2013 have been published with the agreement of the relevant provider. These reports provide prospective students, current students, and the wider public access to information about providers and the sector while providing transparency of TEQSA's processes, regulatory decisions, and reasons for these decisions. Reports are included on the National Register of Higher Education Providers (&quot;the Register&quot;) to promulgate information to the public about registered providers. This policy outlines TEQSA's approach to publicly reporting its regulatory decisions. It should be read in conjunction with TEQSA's Public Disclosure Policy, available at: http://teqsa.gov.au/sites/default/files/TEQSAPublicDisclosurePolicy.pdf. The policy has been guided by sector feedback gathered through a consultation process on TEQSA's approach to public reporting of regulatory decisions in the second quarter of 2013. This report discusses TEQSA's policy principles, report formats, and time frames for publication.
ALADIN: The Adult Learning Documentation and Information Network. Directory of Members. Updated Version 2012
Author: Krolak, Lisa
Date: 2011-00-00
Type: Reference Materials - Directories/Catalogs
Subjects: Directories,Group Membership,Adult Learning,Documentation,Information Networks,Adult Education,Lifelong Learning,Profiles,Access to Information,Educational Resources,Information Sources,Information Services,Program Descriptions,Organizational Change,Organizational Objectives,Organizations (Groups),Global Approach

ALADIN, the Adult Learning Documentation and Information Network, is a well-developed, well-defined and lasting follow-up initiative of CONFINTEA V (Fifth International Conference on Adult Education), which was held in 1997. This global network was brought to life by UIL and the efforts of many adult learning documentation and information centres. Its main concern is to facilitate access to adult learning resources. A bibliography is included.
Statistics Report on TEQSA Registered Higher Education Providers
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Accreditation (Institutions),Academic Standards,Quality Assurance,Information Sources,Institutional Characteristics,Student Characteristics,Teacher Characteristics,Financial Support,Profiles,Enrollment Rate,College Programs,Study Abroad,Tenure,Intellectual Disciplines,Majors (Students),Foreign Countries

This report is the first release of selected data held and analysed by The Tertiary Education Quality Standards Agency (TEQSA) for its regulatory purposes that provides a complete view of the sector that has not previously been disseminated. As the national regulator of all Australian higher education providers, TEQSA is in a unique position in holding broad information for its regulatory purposes relevant to all parts of the sector. TEQSA collects key information from higher education providers either not currently reporting or only partially reporting in the Department of Education's national collection, and also holds rich information and insights about Australian higher education providers gathered through its provider registration and course accreditation activities. The Statistics Report provides data on providers, students, staff and finances, and is sourced from TEQSA's Provider Information Request and TEQSA's National Register, together with data from the Department of Education Higher Education Information Management System. A glossary is also included.
Policy on Public Reporting of TEQSA's Decisions
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Information Sources,Group Membership,Accreditation (Institutions),Access to Information,Educational Principles,Educational Policy,Disclosure,Academic Standards,Quality Assurance

Tertiary Education Quality and Standards Agency (TEQSA) has published reports on all its regulatory decisions made since July 1, 2013, irrespective of the provider category in which a provider is registered or the particular circumstances of a provider, with the exception of decisions relating to an application for initial registration from an aspiring provider. Any reports on renewal of registration decisions prior to July 1, 2013 have been published with the agreement of the relevant provider. These reports provide prospective students, current students, and the wider public access to information about providers and the sector, and provide transparency of TEQSA's processes, regulatory decisions, and reasons for these decisions. Reports are included on the National Register of Higher Education Providers (&quot;the Register&quot;) to promulgate information to the public about registered providers. The Register is the authoritative source of information on the status of registered higher education providers in Australia. This report outlines TEQSA's approach to publicly reporting its regulatory decisions, and discusses TEQSA's policy principles, report formats, and timeframes for publication. It should be read in conjunction with TEQSA's Public Disclosure Policy, available at: http://teqsa.gov.au/sites/default/files/TEQSAPublicDisclosurePolicy.pdf.
Statistics Report on TEQSA Registered Higher Education Providers
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Academic Standards,Accreditation (Institutions),Student Characteristics,Institutional Characteristics,Enrollment Rate,College Programs,Majors (Students),Profiles,Information Sources,Financial Support,Study Abroad,Tenure,Intellectual Disciplines,Quality Assurance,Teacher Characteristics

This statistics report provides a comprehensive snapshot of national statistics on all parts of the sector for the year 2013, by bringing together data collected directly by TEQSA with data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. The report provides high level information across four key areas: providers, students, academic staff and finances, with this update of the report focusing on data relating to 2013. Data relates to providers registered in 2013 (excluding those that withdrew registration during that year), and 2013 student, academic staff, and finance data. This includes an update to academic staff data for 2013 published in the previous Statistics Report, to now include academic casual staff. While the Statistics Report is focused on higher education data, financial data include all sources of revenue within a provider's operations, including revenue from VET and other activities, reflecting the breadth and diversity of operations within some higher education providers. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation.
Critical CALL: Proceedings of the 2015 EUROCALL Conference (22nd, Padova, Italy, August 26-29, 2015)
Author: Helm, Francesca, Ed.
Date: 2015-00-00
Type: Collected Works - Proceedings
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Conferences (Gatherings),Applied Linguistics,Power Structure,Social Differences,Teaching Methods,Social Influences,Cultural Context,Conference Papers,Italian,English,Foreign Countries

The 22nd EUROCALL conference was held at the University of Padova from the 26th to the 29th of August 2015, the first time that EUROCALL has been held in Italy. The event was organized in collaboration with the University Language Centre and the support of the Department of Political Science, Law and International Studies. Over 300 delegates travelled from over 37 different countries to attend. The theme of the conference this year was Critical CALL, drawing inspiration from the work carried out in the broader field of Critical Applied Linguistics. The term &quot;critical&quot; has many possible interpretations, and as Pennycook (2001) outlines, has many concerns. It was from these that the conference theme was decided, in particular the notion that assumptions that lie at the basis of a field's praxis should be questioned, ideas that have become &quot;naturalized&quot; and are not called into question. Another concern of Critical Applied Linguistics is the relationship between the macro and the micro, an engagement with issues of power and inequality and an understanding of how classrooms and conversations are related to broader social, cultural and political relations. Over 200 presentations were delivered in 68 different sessions, both in English and Italian, on topics related specifically to the theme and also more general CALL topics. 94 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)
Mandarin Students' Perceptions of Multimodal Interaction in a Web Conferencing Environment: A Satisfaction Survey
Author: Tseng, Jun-Jie
Date: 2015-08-00
Type: Reports - Research
Subjects: Student Surveys,Student Attitudes,Online Courses,Participant Satisfaction,Computer Mediated Communication,Questionnaires,Interaction,College Students,Interpersonal Communication,Foreign Countries

A major indicator of whether online courses have been effective and successful is student satisfaction. Copious research points to lack of interaction as the most cited reason for student dissatisfaction. To improve this problem, new Computer-Mediated Communication (CMC) technology could be considered as an option to enhance the online learning platform because it can provide much more varied multimodal communication channels such as audio, video, text chat, images, graphic tools, and pre-programmed emoticons. To understand the quality of interaction in such an online learning environment, a 40-item questionnaire survey of student satisfaction was undertaken to gauge distance students' perceptions of the ways they interacted online with their teachers through multimodal communication channels. It was subsequently found that interactions through modal resources such as voice, video, image-enhanced texts, and graphics were perceived as important; and this aspect of online learning was also rated as satisfactory. Thus the present study should be seen as adding to the understanding of which communication channels are perceived to contribute to multimodal interaction in terms of student satisfaction, thereby making it a worthwhile contribution to research knowledge about student satisfaction of multimodal interaction in a web conferencing environment. [For full proceedings, see ED564162.]