ethanporcaro/eric-fulltext-meta huggingface dataset:
Content Analysis of Chemistry Curricula in Germany Case Study: Chemical Reactions
Author: Timofte, Roxana S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Curriculum,Science Instruction,Case Studies,Scientific Concepts,National Standards,Secondary School Science,Competence,Cognitive Processes,Content Analysis,Statistical Analysis,International Assessment,Mathematics Tests,Science Tests,Science Achievement,Mathematics Achievement,Elementary Secondary Education

Curriculum-assessment alignment is a well known foundation for good practice in educational assessment, for items' curricular validity purposes. Nowadays instruments are designed to measure pupils' competencies in one or more areas of competence. Sub-competence areas could be defined theoretically and statistical analysis of empirical data by using Rasch models could reveal if the sub-competence areas defined theoretically are belonging to the same empirical scale. As a result of unsatisfactory results of pupils to TIMSS in 2000, national educational standards were implemented in Germany and research in the area of competence assessment was started. Though, the compulsory, comprehensive content description of the material intended to be taught in class is depicted in curricula. As a result of federalism in Germany, each of the 16 federal states provides a curriculum. The aim of this exploratory study is the identification of the topics most frequent across the curricula of the 16 federal states. Consequently, curriculum analysis of the curricula for two type of schooling in Germany, for secondary level I, for each of the 16 federal states in proposed.
Virtual vs. Concrete Manipulatives in Mathematics Teacher Education: Is One Type More Effective than the Other?
Author: Hunt, Annita W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Teacher Education Programs,Middle School Teachers,Manipulative Materials,Computer Simulation,Technology Uses in Education,Comparative Analysis,Qualitative Research,Instructional Effectiveness,Conventional Instruction

Are virtual manipulatives as effective as concrete (hands-on) manipulatives in building conceptual understanding of number concepts and relationships in pre-service middle grades teachers? In the past, the use of concrete manipulatives in mathematics courses for Clayton State University's pre-service middle grades teachers has been effective in building conceptual understanding of a variety of mathematical topics. This paper presents the results of a three-year study in which 78 middle grades mathematics teacher candidates used various concrete and virtual manipulatives to study fractions, integers and nondecimal-based numbers. They then compared each type of manipulative for ease of use and helpfulness in understanding the concepts addressed.
Homework as Test Preparation: Its Promise and Efficacy
Author: Kalchman, Mindy
Date: 2012-00-00
Type: Journal Articles
Subjects: Homework,Test Preparation,Assignments,Mathematics Activities,Mathematics Education,Grade 5,Standardized Tests,Mathematics Achievement,Mathematical Aptitude,Discussion,Teaching Methods,Student Attitudes,Educational Practices,Achievement Gains

In this paper we report on the process, outcomes, and impact of a weekly homework assignment for which students write about the mathematics they do in their everyday lives. Data from 17 fifth-grade students suggest that after doing the assignment for a full school year, students clearly communicated their beliefs about the assignment having improved their mathematical abilities and their overall confidence with doing mathematics, communicating about mathematics, and taking tests involving mathematics. The assignment also alleviates pressure on teachers to &quot;teach to the test&quot; and to sacrifice valuable instructional time for test preparation. The assignment may prove to be an effective tool for enhancing students' mathematical skills, as well as their test-taking efficacy.
A Student Teacher's Choice and Use of Examples in Teaching Probability
Author: Ünver, Semiha Kula
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Teachers,Probability,Mathematical Concepts,Concept Teaching,Concept Formation,Mathematics Activities,Teaching Methods,Secondary School Mathematics,Protocol Materials,Protocol Analysis,Student Teaching,Demonstrations (Educational),Teaching Styles,Semi Structured Interviews,Qualitative Research,Case Studies,Foreign Countries

The purpose of this study is to examine a mathematics student teacher's lessons by using example types named &quot;teaching concepts and procedures&quot; and &quot;the provision of exercises.&quot; The participant's two lessons regarding the probability concept were observed and the semi-structured interviews were realized. The participant preferred to give examples taken from real world as a part of teaching concepts and procedures aiming at concept formation and provision of exercises.
Ready, Set, Go: It's Middle School!
Author: Williams, Desha
Date: 2012-00-00
Type: Journal Articles
Subjects: Internship Programs,Preservice Teacher Education,Qualitative Research,Statistical Analysis,Student Development,Program Descriptions,Educational Philosophy,Student Teacher Attitudes,Student Teaching,Student Journals,Classroom Techniques,Career Readiness,Culturally Relevant Education,Middle Schools,Knowledge Base for Teaching

Middle school teachers teach energetic, curious adolescents rigorous content at a time in their lives when many changes are occurring. Those entering the teaching profession as middle school teachers must be prepared for this unique environment. This study examines 16 pre-service middle school teachers' developments as they participate in a yearlong internship. Qualitative and quantitative data was collected and the study was guided by the principals of situated learning theory. Data revealed the development of cultural responsive dispositions, increased self-efficacy in classroom management, and perceptions of better preparedness for their own classroom. Based on the results on the study, we recommend increased preparation programs transition to a yearlong internship model for field experiences.
The Middle School Concept Meets the Age of Assessments: How One Middle School Has Adapted to the New Age
Author: Seed, Allen H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Needs,Accountability,Standards,State Government,Federal Government,Educational Needs,High Stakes Tests,Qualitative Research,Middle Schools,Preadolescents,Rural Areas,Institutional Characteristics,Teaching Methods,Academic Advising,Governance,Educational Change,Leadership Styles,Community Characteristics

The Middle School Concept brings together good teaching practices with the unique needs of pre-adolescent students. Since the passing of the NCLB, more and more attention has been generated on the results of high stakes testing. The question of what happens to the middle school concept when it confronts the demands of this new age of testing is critical in understanding how to meet the multiple needs of the students and the school's need for accountability. This qualitative study follows a previous quantitative study conducted to determine the state of the middle school concept in Tennessee. The school with the highest interest in and implementation of the middle school concept was visited by the authors. They found that despite the pressure from escalating accountability and standardization efforts by the state and federal governments, the principal and staff at this school still believe that the middle school concept best meets the educational needs of young adolescents.
Students' Reflections on Mathematics Homework Feedback
Author: Landers, Mara
Date: 2015-00-00
Type: Journal Articles
Subjects: Homework,Mathematics Instruction,Feedback (Response),Two Year College Students,Mixed Methods Research,Developmental Studies Programs,Algebra,Reflection,Comparative Analysis,Program Effectiveness,Mathematics Skills,Self Evaluation (Individuals),Mathematics Achievement,Summative Evaluation,Quasiexperimental Design,Diaries,Student Surveys

Homework is considered an important aspect of learning mathematics, but little research has considered how students utilize feedback as part of the homework process. This mixed methods, quasi-experimental study examines how community college students in a developmental intermediate algebra course participated in a feedback reflection activity throughout a semester and compares their outcomes with a class that did not engage in this activity. Although developmental math students are often positioned as deficient in skills and motivation, most students took this activity as an opportunity for self-assessment, documenting resources for success and critiquing their work for improvement. These students did not outperform peers on summative course assessments; however, there were differences in their growth as effective learners.
Service Learning &amp; Teaching: A Cross-Cultural Experience--Analysis of Languages in a Private School in Nicaragua
Author: Hopkins-Gillispie, Delphina
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Contrastive Linguistics,Immersion Programs,Preservice Teacher Education,Comparative Education,Cross Cultural Studies,Bilingual Students,Multilingualism,Educational Practices,Teaching Experience,Classroom Environment,Interviews,Observation,Focus Groups,Student Journals,Transcripts (Written Records),Cultural Awareness,Intercultural Communication,Culturally Relevant Education

The service learning immersion experience in Central America benefitted preservice teachers, which resulted in a collaborative project on the analysis of languages spoken at the primary to middle school level. This study researches, collects data, and analyzes results from one school system in the country of Nicaragua in hopes of acquiring sufficient data to share and compare with school systems in the United States. The purpose of this study is to determine the number of students in a private primary-intermediate school who are bilingual or trilingual, investigate the various languages spoken within the school, study how the school system accommodates non-Spanish speaking students, and to learn as much as possible about teaching on the international level.
Modeling Alternative Assessment for Pre-Service Middle Level Teachers
Author: Ziegenfuss, Robert G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Preservice Teacher Education,Preservice Teachers,Middle Schools,Evaluation Methods,Developmentally Appropriate Practices,Educational Principles,Peer Evaluation,Performance Factors,Test Construction,Scaffolding (Teaching Technique),Educational Practices,Educational Strategies

College assessment models for our future middle school teachers must be varied, on-going, engaging, equitable and empowering. Traditional assessments do not often model the critical components of what makes assessment appropriate for middle level students. To provide the appropriate model for future middle level teachers, the establishment of multiple assessment types clearly provides more opportunity for equity, engagement, differentiated learning styles and what is known about developmentally responsive middle level assessment.
Factors Influencing College Persistence for First-Time Students
Author: Stewart, Sheilynda
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Correlation,Academic Persistence,Grade Point Average,Remedial Instruction,Longitudinal Studies,Factor Analysis,Family Characteristics,Student Financial Aid,College Preparation,Multiple Regression Analysis,Ethnicity,Tutoring,Statistical Significance,Scores,Statistical Analysis

Using Tinto's (1993) longitudinal model of institutional departure, this study examined demographic variables, family characteristics, precollege and college academic performance factors, and extent to which mandatory placement in remedial courses predict persistence at a public research institution. This study also examined the relationship between ACT composite scores, high school GPA, first-semester college grade point averages, and persistence. Longitudinal data with 3,213 students were analyzed using factorial analysis of variance (ANOVA), Pearson's product-moment correlations, and multiple regression analysis. Results showed significant mean differences for ethnicity, financial aid, and remedial status on persistence. High school GPA and first-semester college GPA were found to be significant predictors of persistence. Findings indicated that traditional college students who were academically prepared to take college-level coursework were more likely to persist than students placed in mandatory remedial coursework. Implications from this study suggest that support services such as tutoring, mentoring, counseling services, early intervention systems, and financial aid assistance will improve study participants' academic deficiencies and increase persistence beyond the first year.
Cyberbullying: Victimization through Electronic Means
Author: Bailey, Gahan
Date: 2013-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Adolescents,Victims,Aggression,Educational Environment,Violence,Prevention,Board of Education Policy,Literature Reviews,Legal Responsibility,Intervention

Cyberbullying is a 21st Century phenomenon that represents a problem of significant magnitude in schools across the country. It is most prevalent in middle schools and is rapidly increasing among adolescents who exist in a &quot;wired&quot; culture. Schools have not been equipped with appropriate ways to deal with this new form of aggression which often takes place outside of school, yet it can disrupt the victim's education and feeling safe at school. School districts are now being challenged to develop policies to address this issue as it has been noted that it can cause psychological damage that has been equated to violence on school grounds and has been reported as the cause of teen suicide. This review of literature will describe various forms of cyberbullying, a portrayal of victims and offenders, prevention programs, and policy implications for school districts.
Reclaiming the Common Good in Education: Teaching Social Responsibility through Service Learning
Author: Chandler, Prentice T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Responsibility,Service Learning,Middle Schools,Citizenship,Citizenship Education,Curriculum Implementation,Educational Practices,Educational Strategies,Teaching Methods

This article provides an overview of the use of service learning in the middle schools as a way to instill and foster civic responsibility and citizenship in students. In addition to a discussion about service learning's major aspects, the authors provide concrete examples of how to implement service learning across the curriculum in middle school settings.
Differentiation in Practice: An Exploration of First Year Teacher Implementation of Differentiation Strategies as Expected Outcomes of Teacher Preparation Program
Author: Nazzal, Allison
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Outcomes of Education,Beginning Teachers,Individualized Instruction,Student Diversity,Teaching Methods,Middle School Students,Educational Philosophy,Middle School Teachers,Program Descriptions,Course Content,Mathematics Instruction,Social Studies,Barriers,Classroom Observation Techniques,Semi Structured Interviews

Differentiated instruction, or designing instruction to meet the needs of a variety of learners, has received much attention in continuing and higher education for several years and the middle school philosophy has centered upon differentiation as fundamental to effective teaching. Vast amounts of human and capital resources have been committed to improving the skills of classroom teachers to differentiate instruction. However, very little research has been completed that investigates how well those trained to differentiate instruction actually implement it in their practice. The purpose of this study is to investigate how superior graduates of a teacher education program that focused on differentiation implemented differentiation in their first year of teaching. The results of the study provide insight into some of the difficulties of moving beyond training to implementation.
NADE Members Respond--Developmental Education Research Agenda: Survey of Field Professionals, Part 2
Author: Saxon, D. Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Developmental Programs,Qualitative Research,Professional Associations,Student Characteristics,Teacher Qualifications,Teacher Certification,Curriculum Development,Technology Uses in Education,Student Motivation,College Readiness,Early Intervention

This is the final of a two-part article that provides the results of a qualitative study designed to document ideas and beliefs that professionals have regarding an appropriate research agenda on which the field of developmental education should focus in the near future. The participants of the study were members of the National Association for Developmental Education (NADE). The research methods and four of the resulting research topics were described in Part 1. The remaining results (beginning with the fifth topic) and conclusions are described in this article. [for &quot;NADE Members Respond--Developmental Education Research Agenda: Survey of Field Professionals, Part I,&quot; see EJ1083403.]
Lesson Plan Using Artistic Ways of Thinking
Author: Miller, Penelope
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,Lesson Plans,Art Education,Visual Arts,Aesthetic Education,Grounded Theory,Preservice Teachers,Active Learning,Teaching Methods,Student Centered Learning,Learning Processes,Thinking Skills,Curriculum Development,Learning Activities,Adolescents,Cognitive Style,Learning Experience,Skill Development,Prior Learning,Multiple Intelligences,Student Characteristics,Cultural Background,Student Experience,Problem Solving

Today with teacher cutbacks looming, and more integration units, general teachers might be required to teach the visual arts. Therefore, teachers need a clear definition of the discipline of art and personal exposure to aesthetic experiences. Many references are made to classic art education research. When lesson plan formats are generic it trivializes the discipline's content and knowledge structure. Grounded theory research methods are used to develop an art lesson plan format. Using art making as the exemplar, a lesson plan expanding the art knowledge base thereby allowing children to think like artists is presented step-by-step--set the problem, design time, studio space, and display. Preservice teacher results are shared. This paper seeks to address three of the effective curriculum characteristics for middle school education from the National Middle School Association's position paper, &quot;This We Believe: Keys to Educating Young Adolescents&quot; (2010): (1) Students and teachers are engaged in active, purposeful learning. (Active Learning) Instructional practices place students at the center of the learning process. As they develop the ability to hypothesize, to organize information into useful and meaningful constructs, and to grasp long-term cause and effect relationships, students are ready and able to play a major role in their own learning and education; (2) Curriculum is challenging, exploratory, integrative, and relevant. (Challenging Curriculum) Curriculum embraces every planned aspect of a school's educational program. An effective middle level curriculum is distinguished by learning activities that appeal to young adolescents, is exploratory and challenging, and incorporates student-generated questions and concerns; (3) Educators use multiple learning and teaching approaches. (Multiple Learning Approaches) Teaching and learning approaches should accommodate the diverse skills, abilities, and prior knowledge of young adolescents, cultivate multiple intelligences, draw upon students' individual learning styles, and utilize digital tools. When learning experiences capitalize on students' cultural, experiential, and personal backgrounds, new concepts are built on knowledge students already possess.
Middle Level Teacher Candidates' Perceptions of Field Experience
Author: Whitley, Claudia G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Preservice Teachers,Student Attitudes,Field Experience Programs,Program Effectiveness,Teacher Collaboration,Student Diversity,Teacher Characteristics,Interviews,Internship Programs,Focus Groups,Intermediate Grades,Elementary School Teachers,Networks,Mentors,Cognitive Style,Socioeconomic Status,Teacher Student Relationship,Qualitative Research

&quot;This We Believe&quot; (NMSA, 2010) advocated the training of teachers in programs designed to specifically prepare middle level teachers. Teacher education programs are challenged to provide instruction in content, pedagogy and dispositions. Many colleges and universities have included field experience to enhance teacher dispositions among their teacher candidates. Two dispositions which are especially crucial for middle level educators are collaboration and openness. This qualitative study explored the perceptions of middle level teacher candidates as to whether field experiences actually enhanced their dispositions of collaboration and openness to diversity. The study also examined specific experiences and behaviors which might have resulted in the development of those dispositions.
Impact of Learning Assistance Center Utilization on Success
Author: Wurtz, Keith A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Success,Developmental Programs,Academic Persistence,Academic Achievement,Regression (Statistics),Learning Resources Centers,Academic Support Services,Student Records,Predictor Variables,Program Effectiveness,Community Colleges,Grade Point Average

A large number of community college students are developmental students. One of the most important challenges for community colleges today is to create programs that effectively educate community college developmental students. This study examines the effect of learning assistance centers on the success and persistence of students at a Southern California community college that utilized learning assistance centers to improve student success. Sequential logistic regression was used to predict the effects of learning assistance center utilization on success and persistence while controlling for self-selection and prior skill level. The results indicate that learning assistance center utilization increased the probability of success and persistence more than prior skill level and self-selection. Students who utilized a learning assistance center were three times as likely to be successful in their course and almost twice as likely to persist to the subsequent term. Implications for future practice include the recommendation for requiring students to utilize learning assistance centers.