ethanporcaro/eric-fulltext-meta huggingface dataset:
Human Capitals: School Mathematics and the Making of the Homus Oeconomicus
Author: Valero, Paola
Date: 2018-12-00
Type: Journal Articles
Subjects: Human Capital,Teaching Methods,Mathematics Teachers,Educational Research,Cultural Influences,Mathematics Education,Educational Practices,Mathematics Achievement,History,Economic Factors

The title of my contribution to this special 10th year anniversary issue contains the terms &quot;human capitals&quot;--and there is not a spelling mistake--&quot;school mathematics,&quot; &quot;making,&quot; and &quot;homus oeconomicus.&quot; Apparently, the terms do not say much about mathematics and its learning and teaching, but more about the economy. I argue here, however, that it is of great importance for mathematics educators to understand the conditions in which the practices of teaching and learning, as well as the contents of school mathematics, acquire a particular meaning while directing new generations into becoming certain types of people. Now more than ever before, the connection between mathematics education and the functioning of free market, financial capitalist economy is explicit and has a direct effect of power on the types of children that we produce in education, as well as in processes of social and economic inclusion and exclusion. Therefore, research in mathematics education is no longer a matter of studying the best way to steer teachers, learners, and topics to achieve the best possible mathematical results, as if such orchestration were neutral and detached from the overall political and economic configuration of current societies. What is it, then?
My Experience Teaching General Chemistry to a Student Who Is Visually Impaired
Author: Stewart, Katherine M. E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Experience,Science Instruction,Chemistry,Visual Impairments,Academic Accommodations (Disabilities),Animals,Disabilities,Science Laboratories,Science Teachers,Teacher Student Relationship,Laboratory Experiments,Assistive Technology,College Freshmen,College Science,Vocabulary,Lecture Method

This paper summarizes my experience with teaching a first-year, General Chemistry course to a visually impaired student. This includes accommodations and modifications for both the lecture material and the laboratory. Included are also examples of formats and syntax for txt-based quizzes, tests, and laboratory reports, as well as other general accommodations for both the student and the service dog.
A Review of Interpreting Teaching Research in China Based on CiteSpace (2008-2018)
Author: Liu, Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Foreign Countries,Talent,Second Language Learning,Second Language Instruction,Language Tests,Testing Problems,Citation Indexes,Teaching Methods,Universities,Bibliometrics,Research Reports,Intellectual Disciplines

After thirty years of development, the teaching of interpreting in China has achieved a moderate scale giving the credit to the growing demand for interpreting talents, as well as the spread of interpreting teaching among universities. This study reviewed the papers on interpreting teaching research published for the past decade in China covered by Chinese Social Sciences Citation Index (CSSCI) of foreign languages and education studies, explored the quantity of publications, source journals, authors, institutions and research hotspots by CiteSpace, depicted the mapping knowledge domain and analyzed the problems of the current research. Through bibliometric analysis, it is found that (1) High-level interpreting teaching research papers are produced in limited quantities; (2) Interpreting teaching research in China has not yet formed an independent research field; (3) The traits of interpreting discipline are not obvious enough; (4) The cross-sectional research and the longitudinal study have not been widely concerned; (5) The research on the backwash effect of interpreting tests are few; (6) The research on interpreting teaching at universities of applied sciences are limited. Based on the research findings, reference for further study of interpreting teaching would be provided.
Exploring Second Language Vocabulary Learning in ESL Classes
Author: Alghamdi, Haifa H.
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vocabulary Development,Foreign Students,Community Colleges,Two Year College Students,Group Activities,Reading Instruction,Foreign Countries

This research investigates how foreign language learners learn vocabulary in an English as a Second Language (ESL) classroom. The participants are eleven foreign students from an advanced ESL Reading class in Edmonds Community College in Lynnwood, WA. A questionnaire was used as an instrument to inquire about the students' vocabulary learning methods. The results of the study proved that students are more engaged and motivated during group work activities and they learn more vocabulary from reading classes. The study concludes with pedagogical implications that ESL teachers might consider when teaching vocabulary in their ESL classrooms.
Effects of an International Undergraduate Honors Course on Awareness of Global Justice
Author: Schutte, Ingrid
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Honors Curriculum,Social Justice,Foreign Countries,Case Studies,Citizenship Education,Experiential Learning,Cultural Awareness,Blended Learning,Course Descriptions,Ethics,Pretests Posttests,Control Groups,Experimental Groups,Student Attitudes,Global Approach,Teaching Methods

How can undergraduate students be prepared for global citizenship? This question was investigated in a mixed-methods case study of an international, blended one-semester course. Undergraduate honors students (N = 22) from the USA and the Netherlands collaborated to explore what it means to be a member of the global community. Curriculum guidelines from the social justice oriented education for global citizenship were used to analyze the course's program and focus the case study. The research questions were as follows: (1) How did the course relate to the curriculum guidelines? (2) What and how did students learn from the course? Analyses of the program showed that the course partly reflects the social justice oriented global citizenship education, in particular by addressing intercultural sensitivity and experiential learning. Quantitative measures in a pre-post design with control groups (N = 40) showed some growth in ethical sensitivity and social awareness. Qualitative measures indicated that participants developed a broader view on society and demonstrated a more open and active attitude towards others after the course. Experiential learning was considered a powerful aspect of the pedagogical approach. The results are discussed in relation to a developmental process whereby students gain awareness of global justice issues.
Myths of Priority and Unity in Mathematics Learning
Author: Goldenberg, E. Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: Misconceptions,Mathematics Instruction,Teaching Methods,Learning Processes,Algebra,Logical Thinking,Educational Change,Educational Research,Grade 2,Elementary School Students,Difficulty Level,Cognitive Development

How people see the world, even how they research it, is influenced by beliefs. Some beliefs are conscious and the result of research, or at least amenable to research. Others are largely invisible. They may feel like &quot;common knowledge&quot; (though myth, not knowledge), unrecognized premises that are part of the surrounding culture. As we will explain, people also hold ideas in both a detailed form and in a thumbnail image and may not notice when they are using the low-resolution image in place of the full picture. In either case, unrecognized myths about how young learners develop mathematical ideas naturally or with instruction are insidious in that they persist unconsciously and so sway research and practice without being examined rigorously. People are naturally oblivious to the ramifications of unrecognized premises (myths) until they encounter an anomaly that cannot be explained without reexamining those premises. Like all disciplines, mathematics education is shaped and constrained by its myths. This article is a conceptual piece. It uses informally gathered (but reproducible) classroom examples to elaborate on two myths about mathematics learning that can interfere with teaching and can escape the scrutiny of empirical research. Our goal is to give evidence to expand the questions researchers think to pose and to encourage thoughtful reappraisal of the implications of the myths. The myths we will discuss involve the order in which mathematical ideas are learnable and the &quot;unity&quot; of mathematical topics, with special attention to algebra. With examples, we will show that some ideas develop at a strikingly counterintuitive and early time. Taking advantage of such unexpectedly early developments can let educators devise pedagogies that build on the logic young children already have rather than predicating learning on statistically observed learning patterns or even the apparent structure of mathematics. Acknowledging such early developments might change the questions researchers ask and change how they study children's mathematical learning, with the possible result of changing how children are taught.
The Technical Efficiency of High Schools: The Case of a Greek Prefecture
Author: Halkiotis, Dimitrios
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Efficiency,Educational Resources,Economic Climate,Educational Benefits,Resource Allocation,Educational Finance,Data Analysis,School Size,Expenditure per Student,Correlation,School Administration,School Effectiveness,High Schools,Secondary School Teachers

Scarce human and fiscal resources of high value are spent in the field of education. Thus, the concept of efficiency, and particularly technical efficiency, that refers to the maximization of outputs at a given set of inputs, can be a possible contribution to the design of education policy and administration; mostly at a time of economic crisis as this in Greece, research could assist in formulating proposals on how resources are actually used within education structures/services, as well as in providing guidance to those responsible for the internal allocation of funds so as to secure greater educational results and benefits. The aim of this study is to measure the degree of technical efficiency of the 23 High Schools (Lyceums) in the Prefecture of Fthiotida in Greece, using the model of Data Envelopment Analysis and explore the factors that could interrelate with these measurements. The results provide evidence that a low percentage of school units (34.8%) achieves maximum technical efficiency. Proposals for improving the technical efficiency of the specific schools are also made.
The Index Number Problem with DEA: Insights from European University Efficiency Data
Author: Klumpp, Matthias
Date: 2018-00-00
Type: Journal Articles
Subjects: Efficiency,Universities,Data Analysis,Achievement Rating,Foreign Countries,Longitudinal Studies,Data,Research Problems

An increasing effort has been put into dealing with the question of time-series analysis regarding institutional efficiency, including in the area of higher education. Universities are important institutions for economies and societies and are expected to provide excellence as well as efficiency in their processes and outputs. This is reflected in the context of an increased global competitive environment by more refined international university rankings. Combining the two areas, this paper points towards a methodological challenge in comparing different ranking datasets for their use in a data envelopment analysis (DEA) Malmquist index time-series efficiency analysis, namely, index-based data compared to additive data. The problem is discussed in a theoretical framework and complemented with an empirical application: calculations for 70 European universities with budget and staff input data and different ranking output data for the timeframe of 2011-2016 show that there is no evidence for a specific index data problem. Important implications regarding university management and higher education policies are outlined. Efficiency improvements among the analyzed universities are significant but also unevenly distributed and not easy to obtain for individual institutions.
Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning
Author: Langer-Osuna, Jennifer M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Behavior,Mathematics Education,Student Participation,Identification (Psychology),Learning,Interaction,Educational Research

This paper confronts the myth that all off-task interactions in mathematics classrooms is detrimental to learning. To do so, this paper first explores links between participation, learning, and identity in mathematics education research that points to the importance of positional resources. Positional resources are related to identity processes and carry central functions that regulate learning and doing mathematics together. The paper then frames off-task behavior as an important positional resource in collaborative mathematics learning environments. With these ideas in mind, the paper then closes with new questions for research.
Investigation of Constraints That Occur during Participation in Leisure Activities by High School Students: A Sample of Turkey
Author: Ayhan, Cihan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Leisure Time,Recreational Activities,Student Participation,Barriers,Gender Differences,Geographic Regions

The aim of this research was to determine the factors that may prevent high school students from participating in recreational activities and to investigate whether these factors differ within the scope of various variables. This study consisted of 1459 (681 women and 778 men) student volunteers who are educated to high school level. The easy sampling method was preferred in the present study. The face-to-face survey method was used to collect the data. The &quot;Leisure Constraints Scale&quot; developed by Alexandris and Carroll (1997) and adapted to Turkish by Gürbüz, Öncü, and Emir (2012) was used to determine the factors that might prevent individuals from participating in leisure activities. The data obtained for the research were first transferred to a computer and then analyzed by the SPSS program. The error margin level in the study was taken as p &lt; 0.05. The Cronbach alpha of the study was found to be 0.91. As a result, it was found that women participated in leisure activities more than men. It was also observed that the participants met with more leisure constraints in Turkey's eastern regions. [This study was presented as an oral presentation at the International Congress of Recreation and Sports Management (Bodrum,Turkey, May 10-13, 2018).]
SavingLife: An Educational Technology for Basic and Advanced Cardiovascular Life Support
Author: Naz, Najma
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Technology,Heart Disorders,Active Learning,Educational Technology,Telecommunications,Handheld Devices,Computer Software,Computer Simulation,First Aid,Teaching Methods,Learning Processes,Vignettes,Problem Based Learning,Diagnostic Tests,Video Technology,Intervention,Clinical Diagnosis,Safety,Ethics

The development of information and communication technologies and the accessibility of mobile devices has increased the possibilities of the teaching and learning process anywhere and anytime. Mobile and web application allows the production of constructive teaching and learning models in various educational settings, showing the potential for active learning in health. The objective of this study was to present the design and development of an educational technology (SavingLife, a web, and mobile-based application) for learning cardiopulmonary resuscitation and advanced cardiovascular life support for adults. SavingLife is a technological production, based on the concept of virtual learning and problem-based learning approaches. SavingLife was developed using five phases (analyze, design, develop, implement, evaluate) of the instructional systems development process. The technology presents 10 scenarios and 12 simulations, covering different aspects of basic and advanced cardiac life support skills. The contents can be accessed in a non-linear way leaving the students free to build their knowledge based on their previous experience. Each scenario is presented through interactive tools such as scenario description, assessment, diagnose, intervention and re-evaluation. Animated ECG rhythms, text documents, images, and videos are provided to support procedural and active learning considering the real-life situations. Accessible equally on small to large devices with or without an internet connection, SavingLife offers a dynamic, interactive and flexible tool, placing students at the center of the learning process. SavingLife can contribute to the student's learning in the assessment and management of basic and advanced cardiac life support for adults, in a safe and ethical way.
Is a &apos;&apos;Critical Mass&apos;&apos; of Teacher Candidates Needed in a Professional Development School to Achieve a Quality Student Teaching Experience?
Author: Savick, Stephanie L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teaching,Teaching Experience,Student Teacher Attitudes,Standards,Academic Achievement,Educational Quality,Student Placement,State Departments of Education,Faculty Development

Though the Professional Development School (PDS) model assumes that student teachers will be placed in cohorts as opposed to singletons during their student teaching experience in PDSs, little research is available to validate what the 'magic' number in those cohorts should be. In the state where the researchers' Institute for Higher Education resides, it is &quot;required&quot; that at least 5 interns be placed in the same PDS at the &quot;same time&quot; during their student teaching experience. If five is the critical mass needed to secure a quality student teaching experience, the researchers questioned what the impact might be on student teachers who are placed in cohorts of fewer than five. To answer this question, the researchers surveyed teacher candidates placed in various cohort sizes at PDSs over a 4-year period to determine (a) the extent to which the number of student teachers placed simultaneously in a PDS affects the quality of the experience for the student teacher, and (b) the student teacher's perceived ability to affect student achievement. Using the &quot;Standards for Maryland Professional Development Schools&quot; as a framework to identify characteristics that promote quality student teaching experiences and to develop the survey questions, the researchers found that regardless of cohort size, there were few significant differences in the interns' perceptions of the quality of their experiences or their perceived ability to address student achievement in the schools in which they were placed.
Engaging in Practitioner Inquiry in a Professional Development School Internship
Author: Higgins, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Professional Development Schools,Internship Programs,Inquiry,Beliefs,Empowerment,Transformative Learning,Transfer of Training,Reflective Teaching,Decision Making,Critical Thinking

In this article, the author briefly describes her efforts to explore the lived experiences of teacher candidates (interns) completing an internship in a K-4 Professional Development School (PDS), while engaged in practitioner inquiry. This phenomenological study followed five interns' engagement in practitioner inquiry to investigate how their inquiry experiences influenced their belief development. The findings were organized into five overall themes in which inquiry supported the authenticity, complexity, enactment, empowerment, and transferability of beliefs. Knowledge gained from this study provides new insights into preservice teacher learning in a PDS setting.
Clinical Partnerships in Action: Voices from an Accredited Professional Development School
Author: Decker, Derek
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,College School Cooperation,Preservice Teacher Education,Accreditation (Institutions),Standards,State Universities,Teacher Educators,Cooperating Teachers,Student Teachers,Teacher Attitudes,Student Teacher Attitudes,Secondary School Teachers,High Schools

The accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), has set forth a set of new standards that demand excellence and produce educators who raise PK-12 student achievement. Standard 2: Clinical Partnerships and Practice requires that educator preparation programs (EPP) seeking accreditation should have strong collaborative partnerships with school districts and individual school partners. This study utilizes focus group methodology to highlight how key stakeholders in EPPs describe the benefits and barriers of CAEP Standard 2: Clinical Partnerships and Practice within the context of those stakeholders' institutions. A priori codes were used to see how stakeholders' descriptions aligned with Standard 2 guiding principles. Inductive codes were identified which focused on barriers described in clinical partnerships. Results found strong correlation between stakeholder's descriptions with both a priori and inductive codes.
Targeted Professional Development: A Data-Driven Approach to Identifying Educators&apos; Needs
Author: Hirsch, Shanna E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Needs,Needs Assessment,Classroom Techniques,Case Studies,Elementary School Teachers,Observation

Educator professional development (PD) is critical for improving instruction and student achievement. However, there are few frameworks for developing and designing PD based on educators' needs. We report the findings from a case study highlighting how an elementary school and university collaborated to address teachers' needs in the area of classroom management. From our experience, we provide key recommendations and resources for school and university partners.
Professors Go to Camp: Teaching a University Course in a Professional Development School Summer Camp
Author: Logan, Kimberly R.
Date: 2018-00-00
Type: Journal Articles
Subjects: College School Cooperation,Elementary School Students,Middle School Students,Schools of Education,Summer Programs,Teacher Education,Social Studies,History Instruction,College Students,Field Experience Programs

In June 2016, a state university partnered with a local school district to integrate college of education summer courses with a community camp for K-8 students. We reflect upon the benefits and challenges found within this partnership; how the course/camp integration informed our evolving views as teacher educators; and how the camp clinical experience compared with more traditional clinical formats found within teacher education programs.