ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Attitudes towards Learning Mathematics: Impact of Teaching in a Sporting Context
Author: Sanchal, Anantika
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Instruction,Foreign Countries,Grade 9,Mathematical Logic,Pretests Posttests,Learner Engagement,Team Sports,Problem Solving,Secondary School Mathematics,Questionnaires

This study investigated the impact on Year 10 students' attitudes towards mathematics when learning mathematics in a sporting context. A closed ended, self-reported questionnaire with Likert type statements was used to collect data. Individual statements were analysed by comparing the percentage of students agreeing or disagreeing pre-teaching and post-teaching. In this study, students' attitude comprised of their confidence, awareness of mathematics and engagement. This study suggests that when students learn in a sporting context, their confidence, seeing the importance of mathematics and engagement increases. The paper also considers implications for teachers, teacher educators and for scholars who are interested in further research.
&quot;We Wanted to See if You Were the Real Deal&quot;: Teaching as a Cultural Practice in a Challenging Environment
Author: Lemon, Katrina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching (Occupation),Secondary School Students,Secondary School Teachers,Student Behavior,Juvenile Gangs,Cultural Awareness,Culturally Relevant Education,Teaching Experience,Barriers,Change Strategies,Coping,Educational Practices

Teaching can be viewed as a cultural practice in which teaching is embedded in the culture of the teacher and informed by the culture of the students (Bell, 2011). In this paper, a narrative is presented detailing an authentic example of teaching in New Zealand in which culture is prioritised. It describes the challenges faced by a young female teacher as she worked in a low decile secondary school with male students, the majority of whom were involved in the Mongrel Mobi gang. Her approach and responses were centred in her belief in culturally responsive teaching. The deliberate actions of the teacher led to a turning point for the students, allowing their mana to remain intact as she acknowledged their identity, language and culture. This teacher's experience provides an example of how a teacher can enable learners in diverse classrooms to succeed in their learning.
Best Intentions: Using Convergent Practices Divergently
Author: Whyte, Barbara
Date: 2017-00-00
Type: Journal Articles
Subjects: Summative Evaluation,Teaching Methods,Observation,Reflection,Integrated Curriculum,Personal Autonomy,Student Empowerment,Educational Practices,Teaching Experience,Instructional Innovation,Foreign Countries

Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student exploration, curiosity and questions. In contrast, the vision, values and key competencies in the New Zealand Curriculum (NZC) promote teacher action towards more divergent practices that enable multiple opportunities for student input and negotiation. In this article we draw on collaborative observation and teacher reflection, to provide an example of an integrated curriculum approach effectively incorporating summative assessment and explicit teaching within a divergent learning programme, that enhances rather than constrains student learning autonomy.
Mathematics Education ITE Students Examining the Value of Digital Learning Objects
Author: Hawera Ngarewa
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Teachers,Teacher Education,Educational Technology,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Undergraduate Students,Student Surveys

One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school settings. Our mathematics education programme is finding ways to address this issue, beginning with a small research project. The study's aim is to support ITE students to develop critical thinking, confidence, knowledge and skill using DTs in teaching and learning. This paper arises from the larger action research study that sought 40 Year two ITE students' perceptions about the mathematical content of particular Digital Learning Objects (DLOs) promoted by the Ministry of Education, and how these might be used with learners in the classroom. Key research methods were survey instruments, field notes and classroom observations. Findings from two questions in student perception surveys (centred on any mathematics concepts and skills they thought the relevant DLOs would support children's learning, plus how these same DLOs could be used in primary classrooms) suggest that they would mainly use the DLOs to consolidate ideas already taught
Effects of Lexico-Syntactic Errors on Teaching Materials: A Study of Textbooks Written by Nigerians
Author: Israel, Peace Chinwendu
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Content,Error Patterns,Bilingualism,Textbook Evaluation,Ethnic Groups,Surveys,Error Analysis (Language),Content Analysis,Grammar

This study examined lexico-syntactic errors in selected textbooks written by Nigerians. Our focus was on the educated bilinguals (acrolect) who acquired their primary, secondary and tertiary education in Nigeria and the selected textbooks were textbooks published by Vanity Publishers/Press. The participants (authors) cut across the three major ethnic groups in Nigeria--Hausa, Igbo and Yoruba and the selection of the textbooks covered the major disciplines of study. We adopted the descriptive research design and specifically employed the survey method to accomplish the purpose of our exploratory research. The lexico-syntactic errors in the selected textbooks were identified and classified into various categories. These errors were not different from those identified over the years in students' essays and exam scripts. This buttressed our argument that students are merely the conveyor belt of errors contained in the teaching material and that we can analyse the students' lexico-syntactic errors in tandem with errors contained in the material used in teaching.
Field Dependence/Independence Cognitive Styles: Are They Significant at Different Levels of Vocabulary Knowledge?
Author: Rostampour, Mohammad
Date: 2014-01-00
Type: Journal Articles
Subjects: Cognitive Style,Vocabulary,Knowledge Level,English (Second Language),Second Language Learning,College Students,Foreign Countries,Correlation

Cognitive styles influence the performance of language learners and can predict their success in the process of language learning. Considering field dependence/independence cognitive styles, this study aims at determining if they are significant in English vocabulary knowledge. A number of EFL university students took part in the study. The investigation was done through using Vocabulary Size Test (VST) (Nation, 2007) and the Group Embedded Figures Test (GEFT) (Witkin, Oltman, Raskin, and Karp, 1971). Using the Vocabulary Size Test (VST), the participants were divided into three groups of high, mid, and low. Moreover, with respect to the Group Embedded Figures Test (GEFT), they were divided into two groups, field dependents and field independents. Mean score comparison revealed there was a credible and meaningful relationship between field dependence/independence cognitive styles and total vocabulary knowledge. It was also indicated there was a significant relationship between field dependence/independence cognitive styles and vocabulary knowledge in the high and mid groups. Finally, based on the findings, teachers should take learners' individual differences into consideration so that they could adopt and apply teaching methods in line with the learners' various cognitive styles.
Grammar Translation Method (GTM) versus Communicative Language Teaching (CLT); A Review of Literature
Author: Natsir, Muhammad
Date: 2014-01-00
Type: Journal Articles
Subjects: Grammar Translation Method,Communicative Competence (Languages),Literature Reviews,Learning Processes,Teaching Methods,Comparative Analysis,Interaction,Native Language,Language Role,Language Skills,Teacher Response,English (Second Language),Second Language Instruction

Methodology is one of the important elements to implement the objective of education in teaching learning process particularly in English classes. To give the information about two phenomenal methods namely GTM and CLT is the main purpose of this scientific writing since GTM is commonly used previously and CLT is very famous nowadays. In so doing, the strength of this paper is to improve the knowledge of educational practitioners especially in method of teaching English. The comparison between the two methods is elaborated clearly in terms of the principles. The principles are characteristic of teaching learning process, nature of instruction, handling the students' feelings and emotions, the role of native language of students, the language skills that are emphasized, and the way of teacher's response to students' errors. The more beneficial method nowadays is CLT but GTM also still has some positive things offer.
Relationship between Organizational Climate, Job Stress and Job Performance Officer at State Education Department
Author: Suandi, Turiman
Date: 2014-01-00
Type: Journal Articles
Subjects: Organizational Climate,Stress Variables,Job Performance,State Departments of Education,State Officials,Demography,Job Satisfaction,Performance Factors,Outcome Measures,Definitions,Tenure,Administrator Attitudes,Foreign Countries,Questionnaires,Statistical Analysis

This research aims at finding out the relationship between Organizational Climate, job stress and job performance among State Education Department (JPN) officers . The focus of the research is to determine the job performance of state education department officers, level of job stress among the officers, level of connection between organizational climate with job stress of State Education Department officers, looking at the difference in level of performance according to demographic factors and looking at the influence of organizational climate and job stress towards job performance. Research findings pertaining level of job performance showed that 75.8% of the respondents are at a high level, 23.7% respondents are at a moderate level while 0.5% respondents are at a low level. For organizational climate, findings show that 79.0% respondents are in the moderate level, 1.6 % respondents are at a high level and 19.4% respondents are at a low level. Findings on overall level of job stress found that as many as 92.5% respondents are at a normal job stress. Only about 7.5% respondents are at a moderate level of job stress. There is not even one respondent who are facing a high level of job stress. In terms of the relationship between independent variables (organizational climate, job stress) and dependent variable (job performance), the research findings show that there is a moderate level of positive relationship which is quite significant between organizational climate and job performance of the State Education Department officers at a = 0.01 (p &lt; 0.01; r = 0.396).
Anticipated Barriers to Open Schooling System in Nigeria
Author: Wushishi, Aminu Aliyu
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Barriers,Equal Education,Distance Education,Educational Practices,Educational Development,Educational Needs,Change Strategies

In an attempt to develop plans for making Education for All a reality, four agencies of the United Nations brought together over 150 governments in 1990 to Jomtien, Thailand, and also in 2000 in Dakar, Senegal, with the aim of making education equally accessible to all. Nigeria is one of the countries that signed the Jomtien declaration in 1990, and one of those with the highest number of out-of-school children in the world with about 10.5 million out-of-school children in 2010. This figure represents 42% of its primary age population and 3.6 million more children out of school than ten years ago. Nigeria is now committed towards bridging the gap especially with the attempt towards establishing open schools, but considering the numerous problems confronting the existing public primary and secondary schools and other educational programmes, there are certain barriers that may hinder the successful implementation and smooth running of the proposed open schooling system. This paper examines the anticipated barriers that includes; corruption, lack of consistency in programmes, problem of electricity, lack of access to Internet, lack of fund, inadequate manpower and problem of recognition. For open schooling system to see the light of the day, some recommendations were suggested which, if taken into consideration will be useful to policy makers towards the successful launching and smooth running of the open schools and other laudable educational programmes in Nigeria.
Emerging Nigerian Muslim Fear over the Implementation of Child's Rights Act
Author: Hassan, Abubakar Kawu
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Fear,Educational Policy,Program Implementation,Civil Rights Legislation,Childrens Rights,Muslims,Islam,Change Strategies,Religious Cultural Groups

This paper examines the Nigerian Muslims' apprehension on the implementation of the child's Rights Act. This is due to the fact that Islam being the religion of the significant segment of Nigerian population has exposed them to the rights of children other than the child Rights Act. Such rights as provided by Islam include right to proper upbringing, right to education, right to caring, right to equal treatment, right to love and affection, and right to life and equal life chances. The Muslims in Nigeria therefore express fear that if the Child Right Act is implemented, it will affect negatively their Islamic religious practices and promulgations on the Rights of the child based on Shari'ah (Islamic law). The paper recommends the domestication of the child Rights Act to allow for religious and cultural understanding of the act.
Entrepreneurship Education at Tertiary Education Level: Implication to Historical Studies
Author: Lawal, Salahu Mohammed
Date: 2013-07-00
Type: Journal Articles
Subjects: Entrepreneurship,Postsecondary Education,Educational Development,Educational Practices,Educational History,Educational Needs,Foreign Countries

Nigeria is richly endowed with both human and material resources that when well utilized can make her one of the richest and developed nation in the world. But poor utilization of the resources, corruption and dwindling fortune in her education system made her among the first twenty five poorest nations in the world. Similarly, report shows that 26% of the employable population remained unemployed. This called for the need for entrepreneurship education most especially at tertiary level where high level manpower is supposed to be trained. It is on this premise that the paper attempts to examine entrepreneurship education and its implication to history students and graduates.
Emirati, Omani and Saudi Students' Academic Literacy Socialization
Author: Al Murshidi, Ghadah
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Socialization,Interviews,Student Surveys,Foreign Students,Cultural Differences,Language Skills,Grammar,Language of Instruction,Group Discussion,Statistical Analysis,Group Dynamics,Student Attitudes

The study investigated the academic literacy socialization of students at U.S. universities from the Gulf Region--Oman, Saudi Arabia, and United Arab Emirates (UAE). International students were contacted and asked if they would participate in the project. Fifty three students responded to the survey and interview, 77% of the respondents were male and 23% were female. The results of the study found that the Gulf Coast students studying in the U.S. shared similar experiences in how they socialized academically, however, noticeable differences appeared between linguistic abilities and grammar challenges. When the students were asked if their linguistic abilities prevented them from participating in classroom discussion, the Saudi participants were the only group that said &quot;Never.&quot; Likewise, when the researchers inquired about grammar challenges, an interesting dissimilarity revealed itself. The Saudi sample indicated it was very easy while the UAE participants specified that it was somewhat difficult and each group had the same percentage of respondents. Although differences between the students were observed, similarities were also revealed. For instance, all the students did not mind working academically with the opposite sex. The results of this study help in the understanding on how to help students from the Gulf Coast academically assimilate into the American educational system.
Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications
Author: Modebelu, M. N.
Date: 2014-04-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Methods,Mathematics Achievement,Retention (Psychology),Mathematics Instruction,Pretests Posttests,Quasiexperimental Design,Educational Change,Foreign Countries,College Students,College Mathematics,Instructional Effectiveness

This study aimed at determining the effect of reform-based-instructional method learning styles on students' achievement and retention in mathematics. A sample size of 119 students was randomly selected. The quasiexperimental design comprising pre-test, post-test, and randomized control group were employed. The Collin Rose learning styles identification and Mathematics instrument were used for data collection. Data collected were analyzed using mean, standard deviation and analysis of covariance. Results revealed that students taught Mathematics with reform-based instructional method performed better than students taught the same mathematics content with the traditional method. Also, students' achievement in mathematics was influenced by the students' leaning styles. For effective teaching and learning in Mathematics, there should be reforms in the instructional processes, taking into consideration the influence of the students' learning styles in particular.
Should Individuals Who Do Not Fit the Definition of &quot;Visual Impairment&quot; Be Excluded from Visual Impairment Services?
Author: Morse, Mary T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Eligibility,Related Services (Special Education),Definitions,Clinical Diagnosis,Academic Accommodations (Disabilities),Educational Strategies,Disability Identification

Cerebral or cortical visual impairment (CVI) is not the unknown condition it was 50 years ago. Although research had been conducted and papers published, it was not until the 1980s that it really became an issue of concern and much debate for educators. This interest was primarily sparked by the increasing numbers of children who had been diagnosed with the condition and the prolific efforts of many medical and nonmedical individuals and institutions. During that time, wide variations were discovered among individuals with CVI. Most had difficulty with or the inability to visually recognize objects in general or certain categories of objects such as animals or automobiles, to manage heavy sensory-motor demands, or to use two dimensional visual representations (Morse, 1999). Today, more teachers of visually impaired students are providing services to those with CVI. Many professionals in the field of visual impairment concentrate on providing services to this population and primarily perceive CVI as a condition associated with observable behaviors characteristic of severe neurological insult. There are, however, many infants, school age children, and adults with CVI who have not received as much consideration, because this is a population that most professionals are ill-prepared to understand and serve. These unrecognized groups involve people who have typical or near-typical visual acuity but may not have been identified as having CVI or, who have a range of &quot;hidden disabilities&quot; that may go undiagnosed. Other forms of CVI-related agnosia can include: facial agnosia, prosopagnosia, topographical agnosia, or simultanagnosia (Dutton, 2015). This report details two of the hidden disabilities associated with CVI, prosopagnosia and topographical agnosia. Implications for practitioners in the form of adaptations for the learning environment and strategies to help students identify people are included.
Impacts of Captioned Movies on Listening Comprehension
Author: Janfaza, Abusaied
Date: 2014-04-00
Type: Journal Articles
Subjects: Layout (Publications),Visual Aids,Listening Comprehension,Technology Uses in Education,Instructional Effectiveness,Skill Development,Transcripts (Written Records),Second Language Learning,Films

With the advent of technology, the implication of authentic multimedia-based teaching materials are using widely in language classrooms. Technology can be in service of teaching different skills such as listening, reading, speaking and writing. Among these skills listening comprehension is a skill in which the learners have problems to master. Regarding this issue, utilizing captions for the education purposes has been a good motivation for conducting some research on the effects of captions of listening skills. However, it seems that there is a gap in the literature whether to use captioned movies in the classroom and whether they are effective in improving listening comprehension. Many studies have been conducted on this issue. However, their findings are conclusive. While some studies refer to the effectiveness of using captions, others revel that they are not so effective for improving the learner's language skills. Hence, the present study is a review of the effects of captioned movies on the improvement of listening skill. In this case, the findings of this study can clarify the role of using captioned movies in improving the listening skill.
Iranian National Curriculum and the Pre-University English Textbook: The Degree of Compatibility of Objectives
Author: Mahmoudi, Leila
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,English (Second Language),Second Language Instruction,National Curriculum,Alignment (Education),Secondary Education,Textbook Evaluation

Textbooks are one of the important teaching materials in language teaching and a common resource for any teacher in helping students to learn English. Apart from being a learning tool, textbooks are considered as an important medium to realize curriculum goals and objectives. The purpose of this study is to investigate the amount of compatibility of the pre-university English textbook, which is prescribed by the ministry of education, with Iranian National Curriculum (INC) in terms of objectives and content of teaching. To this end, two instruments were used: A textbook evaluation checklist proposed by Ghorbani (2011), and the Iranian National Curriculum. The findings of the study revealed that the textbook was not in line with the curriculum in terms of objectives and content of teaching.