ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Mathematics Teachers&apos; Representation Transformation Competence Levels in the Process of Solving Limit Problems
Author: Kuzu, Okan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Mathematics Teachers,Problem Solving,Mathematics Skills,Mathematical Concepts,Algebra,Verbal Communication,Correlation,Competence,Numbers,Written Language

In this study, representations used by preservice mathematics teachers in the process of solving limit problems were determined, the inter-representation transformation competence levels were investigated and the relationship between them was examined. In this context, &quot;Limit Representation Transformation Test&quot; with a reliability of 0.908 was administered to 50 preservice teachers attending to a state university in the Central of Turkey. Preservice teachers had most difficulty in solving problems that had verbal representation inputs, especially they achieved low performances in transformation from verbal to numerical representation. Although, in general, they achieved the highest performance in the problem that had numerical representation input, they also achieved very high performances in the problems that had graphical and algebraic representation inputs. Specifically, they performed very well in the problems that required transformation from an algebraic representation to a verbal representation. Moreover, significant positive correlations were found among preservice teachers' representation transformation competence levels.
How Do Pre-Service Mathematics Teachers Organize Information Sources in the WebQuest?
Author: Ozeldi, Meric
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Information Sources,Organization,Algebra,Middle School Mathematics,Mathematics Instruction,Critical Thinking,Web Based Instruction,Active Learning,Foreign Countries

Purpose: WebQuests are employed for many different instructional aims by offering students to take an active role and encouraging their critical thinking skills to construct their own meaning about an inquiry. The purpose of the study was to explore pre-service mathematics teachers' decisions about the organization of information sources in which students are supported to think critically for school algebra using WebQuests. Method: The case study approach was utilized in this study. The participants were pre-service mathematics teachers attending a Bachelor's program in mathematics teaching in middle school (N = 48). The WebQuest design was addressed to prompt pre-service teachers to connect mathematics with technology. The framework of critical thinking skills developed by Jonassen (2000) was used for data analysis. Findings: The findings of the study revealed that among the general critical thinking skill categories, analyzing was mostly observed, followed by connecting and evaluating. The results highlighted the importance of teacher education programs and teacher educators to focus on the organization of information sources in WebQuest and addressed how pre-service teachers approach the WebQuest process and encourage students to think critically. Implications for Research and Practice: The present study emphasized the importance of a WebQuest facilitating the transformation from teacher-led teaching to student-directed learning via changing teaching patterns.
Eleven Types of Adjustment Problems and Psychological Well-Being among International Students
Author: Can, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Health,Well Being,Foreign Students,Graduate Students,Undergraduate Students,Adults,Student Adjustment,Student Problems,Student Financial Aid,Limited English Speaking,College Admission,Correlation

Purpose: The purpose of this study was to explore the influence of adjustment problems on the level of psychological well-being of international college students in the U.S. Research Methods: A sample of international college students (N =145) aged 18 to 41 was recruited to participate in the study. The data were collected using the Michigan International Students Problem Inventory (MISPI), and the Scale of Psychological Well-Being (SPWB). Additionally, all participants were requested to complete the demographics questionnaire. To analyze the data, Pearson product-moment correlational analysis, descriptive statistics, and regression analyses were used. Findings: According to the results of the regression analyses, adjustment problems significantly predicted psychological well-being. Results indicated that adjustment problems negatively correlated with psychological wellbeing. As the students' level of adjustment problems increased, their level of psychological well-being decreased. Results also showed that the top three areas rated by international students as causing adjustment problems among the 11-adjustment problem domains were: (1) &quot;English language problems&quot; (M = 0.81, SD = 0.53); (2) &quot;financial aid related problems&quot; (M = 0.77, SD = 0.50); and (3) &quot;admission-selection&quot; (M = 0.76, SD = 0.46). Implications for Research and Practice: This study aimed to better understand international students' psychological well-being and the role of various factors that are implicated. College counselors, faculty members and university personnel are pivotal to help international students adapt to the culture in the U.S., and to provide them with a more meaningful experience throughout their studies. Limitations of current study as well as future directions in light of this study and its findings are presented.
Examining the Creative Drama-Based Lesson Plans of the Prospective Turkish Language and Literature Teachers
Author: Burgul Adiguzel, Ferah
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Activities,Dramatic Play,Lesson Plans,Pedagogical Content Knowledge,Preservice Teachers,College Seniors,Public Colleges,Language Teachers,Literature,Turkish,Foreign Countries

Purpose: The purpose of this study was to examine the creative drama-based lesson plans prepared by the prospective Turkish language and literature teachers in terms of structuring elements. Research Method: The study was designed as a basic interpretive qualitative study. The data of the study were collected through the lesson plans prepared by the students. All the lesson plans were evaluated in general using Korkut's (2020) Drama Lesson Plan Rubric, and then five lesson plans representing the good-moderate-poor were identified as the samples. The lesson plans identified as sample were analyzed in line with the structuring headings for the creative drama lesson plan developed by Adigüzel (2006), and the common bad and good practices were exemplified through the plans. Findings: Based on the results of the study, it was found that the lesson plans of the prospective teachers were moderate and good in terms of process (progressivity), language use, activity, and method and technique use. The shortcomings in the lesson plans were found to be as follows: identifying too many learning outcomes to cover in the time available, not preparing activities for all the learning outcomes, creating dramatic situations that do not involve dramatic conflicts and tension, and not evaluating all the learning outcomes. Implications for Research and Practice: The research results revealed that designing and developing a creative drama-based lesson plan is important for the prospective Turkish language and literature teachers. Therefore, a two-semester drama course should be included into the curriculum, and one of these courses should have a content including the headings of plan design, plan analysis, plan evaluation, and plan application.
Investigating the Consistency between Students&apos; and Teachers&apos; Ratings for the Assessment of Problem-Solving Skills with Many-Facet Rasch Measurement Model
Author: Saritas Akyol, Seyhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Item Response Theory,Self Evaluation (Individuals),Peer Evaluation,Secondary School Students,Grade 6,Secondary School Teachers,Student Evaluation,Foreign Countries,Secondary School Mathematics,Interrater Reliability

Purpose: To assess students' problem-solving skills, this study aims to investigate the consistency between self- and peer-ratings in consideration of the teachers' ratings in the process. Method: This study was a descriptive study which examines the mathematical problem-solving skills with the MFRM model concerning self-, peer- and teachers' ratings. The study group consisted of 57 sixth grade students studying in a secondary school in Ankara. The data collection procedure was as follows: i) the students were trained in how to use rubric during the first week, ii) they practiced the rubric and a performance task in the second week and, iii) three performance tasks were applied in the following consecutively. These tasks included non-routine problem situations and two analytical rubrics were developed. For data analysis, student, steps, rater type, and task were determined as facets and rater was defined as dummy facet, and reliability statistics related to each facet were estimated. Findings: Ratings of performance tasks obtained from three-week data collection had high reliability coefficients according to MFRM modeling. The findings showed that self-, peer- and teachers' ratings vary in terms of generosity/severity according to the weeks given the rater types. Generally, self-raters were the most generous raters, whereas teachers were the most severe raters. In addition, generosity/severity of peer-raters gets closer to generosity/severity of teachers from the first task to the third one. Implications for Research and Practice: This research strengthens the possibility that peer-rating can provide reliable rating through appropriate training and practices.
The Minority Fellowship Program: Promoting Representation within Counselor Education and Supervision
Author: Branco, Susan F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Minority Group Students,Fellowships,Disproportionate Representation,Counselor Training,Supervision,Doctoral Students,Educational Finance,Student Attitudes,Student Experience

In 2012, the Substance Abuse and Mental Health Services Administration awarded funding for the Minority Fellowship Program (MFP) to be managed by the National Board for Certified Counselors (NBCC) Foundation. The MFP aims to increase representation of minoritized students enrolled in counselor education and supervision doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). From 2012 to 2018, the NBCC MFP has disseminated 20-24 monetary fellowships each year. This article reviews representation within counselor education, offers a history of the MFP, provides doctoral fellowship recipient outcome data, and concludes with implications for counselor education.
Relationship between School Principals&apos; Strategic Leadership Characteristics and School Teachers&apos; Organizational Commitment Levels
Author: Ucar, Rezzan
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Leadership Qualities,Administrator Characteristics,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Teacher Administrator Relationship,Employee Attitudes,Secondary Schools

Purpose: The main purpose of this study to determine the relationship between the strategic leadership characteristics of school principals and the level of organizational commitment of teachers. Research Methods: The universe of the research in the relational screening model is the 3648 teachers working in the secondary education institutions in Van province in the 2017-2018 academic year. 558 teachers, who were determined by the stratified sampling method, formed the sample of the research. Findings: According to research findings, teachers think that school principals usually show strategic leadership qualities. According to the teachers, school principals are generally in the dimension of strategic leadership, transformational applications, managerial applications and political applications, and in terms of ethical applications, they always demonstrate strategic leadership characteristics. Teachers' organizational commitment was found to be moderate in the study. Teachers' organizational commitment was found moderate level, at a low level in the compliance sub-dimension, a low level in the internalization sub-dimension, and a moderate level in the identification sub-dimension. Another finding of the study, it was found that there was a moderately significant positive relationship between the strategic leadership characteristics of school principals and the organizational commitment of teachers. Implications for Research and Practice: The finding that there is a moderate positive correlation between the strategic leadership characteristics of school principals and the level of organizational commitment of teachers, school principals are more likely to develop strategic leadership characteristics that will strengthen teachers' organizational commitment.
Exploring Teachers&apos; Knowledge and Students&apos; Status about Dyscalculia at Basic Level Students in Nepal
Author: Kunwar, Rajendra
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Mathematics Education,Knowledge Level,Elementary School Teachers,Elementary School Students,Children,Screening Tests,Teacher Characteristics,Teaching Experience,Correlation,Foreign Countries

Dyscalculia refers to a specific and lifelong difficulty in learning mathematics. Dyscalculia has been observed among students from even basic levels of mathematical studies, and its effects regarding mathematical learning are serious. This study explores teacher knowledge and student status of dyscalculia at a basic level schools in Nepal. It was constructed by using the descriptive survey design. The study consists of 150 basic level school teachers and 500 students from Ilam Municipality, Ilam by using simple random sampling. To explore the teachers' knowledge about dyscalculia a mathematics learning difficulty test questionnaire has been used. Similarly, the status of dyscalculic students was measured by a dyscalculia screening test. The teachers were found to have inadequate knowledge regarding dyscalculia. The association between the teachers' knowledge and the demographic variables of gender, school type, and educational qualifications on dyscalculia were not found significant, except teaching experience. Consequently, the study revealed 6.8 percent of students were dyscalculic. Therefore, the concerned authority is recommended to improve teacher knowledge regarding dyscalculia for the proper identification, guidance, and intervention of the dyscalculic learner.
Recruiting, Retaining, and Supporting Students from Underrepresented Racial Minority Backgrounds in Doctoral Counselor Education
Author: Ju, Jennie
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Recruitment,School Holding Power,Disproportionate Representation,Minority Group Students,Doctoral Students,Counselor Training,College Faculty,Teacher Attitudes,Institutional Characteristics

Few models exist that inform how counselor education programs proactively address the gap between diverse student needs and effective support. In this study, we utilized grounded theory qualitative research to gain a better understanding of how 15 faculty members in doctoral counselor education and supervision programs reported that their departments responded to the need for recruiting, retaining, and supporting doctoral students from underrepresented racial minority backgrounds. We also explored participants' reported successes with these strategies. A framework emerged to explain the strategies that counselor education departments have implemented in recruiting, supporting, and retaining students from underrepresented racial minority backgrounds. The main categories identified were: (a) institutional and program characteristics, (b) recruitment strategies, and (c) support and retention strategies. The latter two main categories both had the same two subcategories, namely awareness and understanding, and proactive and intentional efforts. The latter subcategory had three subthemes of connecting to cultural identity, providing personalized support, and faculty involvement.
Exploring the Autonomy of South African School Science Students When Doing Investigative Inquiries for a Science Fair
Author: Ramnarain, Umesh Dewnarain
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Personal Autonomy,Science Fairs,Extracurricular Activities,Inquiry,Science Process Skills,Student Centered Learning,Student Attitudes,Authentic Learning,Creativity,Critical Thinking,Science Projects,Science Experiments

This mixed methods research explored the autonomous experiences of South African school students when participating in a science fair. A prominent global goal for school science education is for students to partake in scientific inquiry in order to acquire understanding of science concepts, the processes and skills of science, and the nature of science. This places a demand on teachers as it requires a change in pedagogy from a teacher-centred to a student-centred approach. Student autonomy, has been described as both a rationale for and a characteristic of students doing scientific inquiry. In this research, a quantitative survey questionnaire was administered to 50 students participating in a science fair. The questionnaire sought to establish the autonomy level of students when doing their investigative inquiry projects and the degree of support they received. Thereafter, 5 students were interviewed to elaborate upon their responses and to describe in detail their experiences of doing the projects. The findings of this study revealed that the students enjoyed optimal autonomy and perceived their experience as being empowering and stimulating. It is also suggested that science fairs can provide an opportunity for students to enjoy autonomy in choosing their own topic for inquiry, in designing the inquiry, in doing the inquiry, and arriving at their own conclusions. This autonomy can enable students to experience authentic inquiry, show their creativity and demonstrate critical thinking skills.
Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion
Author: Azam, Saiqa
Date: 2020-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,High School Teachers,Junior High School Teachers,Science Teachers,Secondary School Science,Scientific Concepts,Concept Teaching,Physics,Teacher Attitudes,Teacher Background,Teaching Experience,Personal Narratives,Foreign Countries,Specialization

A narrative inquiry approach was adapted to study teacher's experiences of planning and teaching force and motion topics. Oral narrative data were collected through interview conversations between the researcher and the teachers about their experiences of planning and teaching force and motion concepts. &quot;Narrative analysis&quot; technique suggested by Polkinghorne, was employed to develop stories of teaching force and motion--that acceded access to their pPCK. and comprised of small entities of knowledge--pedagogical constructions, which are narrative fragments. Each pedagogical construction was placed on a four-level PCK continuum to assess the breadth and depth of each teacher's pPCK. A mapping technique was devised to illustrate pPCK of each participant teacher, and a comparative analysis of these illustrations reveals fascinating similarities and differences apparently grounded in individual teacher's subject area background and their specific teaching experiences. Implications for pre-service science teacher education are discussed.
Faculty Perspectives on Strategies for Successful Navigation of the Dissertation Process in Counselor Education
Author: Ghoston, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Educators,Counselor Training,Doctoral Students,Faculty Advisers,Academic Advising,Academic Persistence,Supervision,Teacher Attitudes,Doctoral Dissertations,Program Effectiveness,Accountability,Professional Identity,Mentors,Social Support Groups,Committees,Scholarship

This research was conducted as part of a larger qualitative study that involved the collection and analysis of in-depth interviews with 15 counselor educators at counselor education and supervision doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The participants were asked to identify strategies used to help students navigate the dissertation process and if the strategies were successful. Structural and relational strategies were identified as significant to the successful completion of the dissertation process. Although additional research is necessary to determine if the strategies are successful for faculty and students in other counselor education and supervision doctoral programs, we identified five themes that support the completion of the dissertation process: (a) mechanics of the program, (b) supportive environment, (c) selecting and working with committee members, (d) intentionality in developing a scholar identity, and (e) accountability.
Gaining Administrative Support for Doctoral Programs in Counselor Education
Author: Scherer, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Program Implementation,Supervision,Counselor Training,Counselor Educators,Teacher Attitudes,College Administration,Administrators,Teacher Administrator Relationship,Educational Cooperation

Initiating and sustaining a counselor education and supervision doctoral program requires navigating institutions of higher education, which are complex systems. Using qualitative analysis, we explored 15 counselor educators' experiences collaborating with university administrators to gain support for beginning and sustaining counselor education and supervision doctoral programs. Results indicate the need to understand political elements, economical aspects, and the identity of the proposed program. Limitations and areas for future research are presented.
The Reception of Newly Appointed Teachers: The Contribution of the Principal and the Teachers&apos; Association
Author: Kyrou, Foteini
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Beginning Teacher Induction,Principals,Administrator Role,Teacher Associations,Socialization,Teacher Effectiveness

According to many studies teachers' reception has been associated with the smooth operation of the school, the professional development of the teaching staff and the provision of optimal teaching work. Despite its significance and its attention from scholars, though, its implementation at schools has been facing challenges and hardships. The present study focuses on the role played by principals and teachers' associations upon the reception and acclimatization of all newly appointed teachers in their schools. The findings indicate that the favorable disposition and actions of both principals and the teachers' association in terms of receiving/acclimatizing any newly appointed teachers should be further enhanced.