ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Teaching Practice Course Teachers According to Opinions of Math Teacher Candidates
Author: Surucu, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Attitudes,Teaching Methods,Foreign Countries,Elementary School Mathematics,Elementary School Teachers,Interviews,Content Analysis,Qualitative Research,Research Design,Teacher Education,Teacher Education Programs,Lesson Plans,Teaching (Occupation),Educational Quality,Mathematics Instruction

Teacher candidates earns to whom, why and where to teach theoretically through teaching profession knowledge lessons. And the skill to use the theoretical knowledge is learned through School Experience and Teaching Practice lessons in Turkey. In acquire these skills, the personal and professional characteristics of the practice teacher at the school where the teacher candidate had his internship are of importance. This research aims to determine the ideas of the teacher candidates who are studying elementary school math teaching about the personal and professional characteristics of the Teaching Practice lesson teachers. In line with this aim, the ideas of the teacher candidates were determined with regard to how they evaluated the practice teachers who are in charge of teaching practice lesson. The study group of the research consists of the senior students who are studying at Ahmet Kelesoglu Faculty of Education at Necmettin Erbakan University. The data was collected with an unstructured interview in which the teacher candidates were asked to evaluate the practice teachers in personal and professional terms. The data were evaluated by making content analysis.
Potential of Using iPad as a Supplement to Teach Math to Students with Learning Disabilities
Author: Kaur, Daljit
Date: 2017-00-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Assistive Technology,Supplementary Reading Materials,Mathematics Instruction,Learning Disabilities,Elementary School Students,Special Needs Students,Preservice Teachers,Tutoring,Qualitative Research,Self Contained Classrooms,Poverty,Disadvantaged Schools,Computer Oriented Programs,Surveys,Mathematics Achievement,Mathematics Skills,Number Concepts,Minority Group Students,Grade 4,Informal Assessment,Cognitive Style,Learner Engagement,Individualized Instruction,Outcomes of Education,Educational Benefits

This qualitative study was conducted to identify the potential of using iPad as a supplement to teach math to students with learning disabilities. Ten teacher candidates from a university in the south provided one-on-one math tutoring services to ten students in a self-contained classroom at a local high poverty elementary school. The students were tutored math for five weeks using ten free math apps in addition to the traditional teaching methods. The apps were selected as they deemed fit with the math content standards, and abilities of the students. Each week, teacher candidates reflected on their tutoring experiences and at the end of five weeks, they completed an open-ended survey regarding their use of iPads as a supplement to teach math to the students. Findings confirmed the use of iPad as a supplement to help students' conceptual understanding of numbers, order of operations, expressions, and multiplication and division skills.
An Analyses and Meta-Synthesis of Research on STEM Education
Author: Yildirim, Bekir
Date: 2016-00-00
Type: Journal Articles
Subjects: Meta Analysis,STEM Education,Literature Reviews,Synthesis,Educational Research,Electronic Publishing,Elementary Secondary Education,Research Reports,Journal Articles,Theses,Metadata,Geographic Distribution,Qualitative Research

The purpose of the current study is to draw an outline of empirical research studies conducted on STEM education with a focus on student achievement, in addition to their creativity and problem solving skills, attitudes and interests towards STEM subjects. After an initial screening of several articles, papers and dissertations on STEM education, 33 studies are selected according to their fit into our research framework. These selected studies are exposed to analysis and synthesis processes in line with the stages of meta-synthesis research method to specify and present findings under the specified themes. The findings include the strong alignment between STEM education principles and international comparison studies, such as PISA/TIMSS, as well as a positive impact of STEM education on student achievement at school and on their attitudes towards individual STEM disciplines. There is also evidence to support that interventions that follow STEM education principles reinforce students' problem solving and creativity.
The Concept of &quot;School&quot; from Viewpoint of School Principals and Students: A Qualitative Study
Author: Kartal, Seçil Eda
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Student Attitudes,Administrator Attitudes,Concept Formation,Qualitative Research,Educational Objectives,Institutional Mission,Institutional Characteristics,Role of Education,Educational Attitudes,Interviews,Undergraduate Students,Content Analysis

Schools where educational activities are conducted in an effective and active way are considered to be one of the important institutions for the society. Considering from this aspect, the purpose of this study is to define what schools which are so important for educational activities and the society mean and what are the reasons of their existence. As a research method, qualitative research has been used in the study. For the analysis of qualitative data, content analysis has been done by using Nvivo 8 program. In accordance with the purpose of the study, it has been asked the views of school principals and students who are considered to be inside customers. While the perceptions of school principals are always positive about the concept of school, some negative aspects are identified in students' perceptions. When the reasons of schools' existence are examined in detail, it is noteworthy that the students express more views than principals and they are different compared to principals. The &quot;Future Anxiety&quot; theme occurs as a remarkable finding which is stated by students and under which most views are placed.
Examination of the Relation between TEOG Score of Turkish Revolution History and Kemalism Course and Reading Comprehension Skill (An Example of Explanatory Sequential Mixed Design)
Author: Yuvaci, Ibrahim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Reading Skills,Asian History,Scores,Mixed Methods Research,Correlation,Secondary School Students,Grade 8,Nationalism,Reading Tests,Semi Structured Interviews

This paper is aimed to determine the relation between reading comprehension skill and TEOG success. In this research, a mixed research method, sequential explanatory mixed design, is utilized to examine the relation between reading comprehension skills and TEOG success of 8th grade students throughly. In explanatory sequential mixed design researches, the research primarily begins with collecting and analyzing quantitative data. After this first stage, qualitative data are collected and analyzed. In the second stage of the research, qualitative stage, the results of the first stage (quantitative) are followed. The sampling of the research is 586 (304 male, 282 female) 8th grade students in total receiving education in different schools of Sivas in 2015-2016 school year. It is concluded that students who read more and understand what they read achieve more success in TEOG. In the light of the results of this research, considering the fact that TEOG exam system makes reading comprehension skill much more prominent.
Revealing Ozgur's Thoughts of a Quadratic Function with a Clinical Interview: Concepts and Their Underlying Reasons
Author: Ozaltun Celik, Aytug
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Qualitative Research,Grade 11,Algebra,Mathematical Concepts,Mathematics Education,Mathematical Logic,Secondary School Mathematics,Equations (Mathematics),High School Students,Interviews

The quadratic function is an important concept for calculus but the students at high school have many difficulties related to this concept. It is important that the teaching of the quadratic function is realized considering the students' thinking. In this context, the aim of this study conducted through a qualitative case study is to reveal the concepts in a student's mind and their underlying reasons while he was analyzing a quadratic function and drawing its graph. While collecting the data, a clinical interview was conducted with Ozgur studying at Grade 11 and the interview was recorded with a camera. Then, the video camera records were verbatim transcribed for revealing Ozgur's thoughts related to the quadratic functions. At the beginning of the clinical interview, he tried to remember his existing knowledge but he could not be successful. He expressed that the given quadratic function was a linear function. Also, he did not relate the algebraic representation to graphical representation although he thought that its graph was a parabola and the parabola was opening upwards or downwards. As the interview progressed, he began to reason the concept and its properties. With the researcher's questions during interview, he noticed his misunderstanding. He understood the difference between the linear function and the quadratic function. Also he inferred the axis of symmetry and its importance for the quadratic function. Reflection of these thoughts in the teaching of the quadratic functions and the tasks related to the concept is important for conceptual learning.
Procedural and Conceptual Difficulties with Slope: An Analysis of Students' Mistakes on Routine Tasks
Author: Cho, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Statistical Analysis,Qualitative Research,Case Studies,Mathematics Teachers,Algebra,Calculus,Grounded Theory,Mathematics Curriculum,Mathematical Concepts,Mathematics Instruction

This study extends past research on students' understanding of slope by analyzing college students' mistakes on routine tasks involving slope. We conduct both quantitative and qualitative analysis of students' mistakes on common slope tasks to extract information regarding procedural proficiencies and conceptual underpinnings required in order for students to reason successfully with various slope conceptualizations described in prior research. A case study analysis of the mistakes made by two students illustrates the importance of analyzing patterns of mistakes to reveal what conceptualizations of slope a student is fluent in working with. Results from this study delineate procedural proficiencies and conceptual underpinnings related to various slope conceptualizations that can help both teachers and researchers pinpoint students' understanding and make appropriate instructional decisions to help students advance their understanding.
Complexity Leadership: A Theoretical Perspective
Author: Baltaci, Ali
Date: 2017-01-00
Type: Journal Articles
Subjects: Social Networks,Employees,Systems Approach,Administrative Organization,Leadership,Problem Solving,Decision Making,Crisis Management,Productivity,Organizations (Groups),Theories,Information Technology

Complex systems are social networks composed of interactive employees interconnected through collaborative, dynamic ties such as shared goals, perspectives and needs. Complex systems are largely based on &quot;the complex system theory&quot;. The complex system theory focuses mainly on finding out and developing strategies and behaviours that foster continuous learning, resonating with new conditions and creativity in organizations with dynamic collaborative management mentality. Complex systems surely need leaders to manage complexity. Complexity leadership could be defined as adaptive mechanisms developed by complex organizations in new conditions required by the information age, rather than technical problems entailed by the industrial age. Complexity leadership is a joint, resultant product of the following three types of leadership: (1) administrative leadership based on strict control and a significant bureaucratic hierarchy (2) adaptive leadership fundamentally based on creative problem solving, resonating with new conditions and learning and (3) action-centered leadership that involves immediate decision-making mechanisms employed in crises and dynamic productivity. The study focuses on complexity leadership within the context of the complexity leadership theory.
The Drive to Influence
Author: Rodriguez, Diego
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Influences,Adult Educators,Higher Education,Teacher Influence,Teacher Behavior,Defense Mechanisms,Adjustment (to Environment),Phenomenology,Case Studies,Staff Meetings,Assertiveness

At the heart of the educational vocation is a drive to influence, to meaningfully affect the learning and development of others. For adult educators working in higher education, daily activities--from teaching classes to supervising student research to attending faculty meetings to sitting on advisory boards--are full of opportunities to influence. Most educational literature, however, provides little insight into the way adult educators relate to their drive to influence and how this relationship affects their capacity to generate learning, both in the classroom and in their broader professional setting. By analyzing the experiences of an instructional team in teaching and inter-faculty dialogue in a higher education context in Chile this study characterizes the varying ways adult educators relate to their drive to influence. In this paper, I draw on theories of adult development and adaptive leadership, my own ten years of teaching and professional development experience in diverse adult education field settings, and research materials gathered in six semi-structured interviews with four instructors in the team. Overall, I analyze how adult educators make meaning of their drive to influence when faced with complex challenges requiring adaptive learning. I describe the two dynamic psychological processes they experience while in action: (a) the defensive behaviors they employ and (b) the recuperative tactics that enable them to think and act more strategically. By exploring how these adult educators relate to their drive to influence, this article builds understanding of the efficacy of the different psychological mechanisms that adult educators employ in attempting to facilitate learning and change among their students and colleagues. I argue that in order to increase effectiveness in mobilizing learning, adult educators must work to develop a vigilant relationship to their drive to influence, characterized by self-observation in action and greater tolerance for uncertainty.
Responding to Workplace Absenteeism in Tanzania: The Case Study of Public and Private Schools in Ilala Municipality and Mkuranga District
Author: Mgonja, Michael Greyson
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Employee Absenteeism,Teacher Attendance,Public Schools,Private Schools,Municipalities,Prevention,Interviews,Content Analysis,Qualitative Research,Data Analysis,Teacher Administrator Relationship,Intervention,Case Studies,Work Environment,Teaching Conditions,Punishment,Teacher Salaries,Teacher Behavior,Teacher Discipline,Teacher Dismissal,Income Contingent Loans,Loan Repayment,Teacher Motivation,Models

Workplace absenteeism has widely been reported to be a serious problem which undermines smooth service delivery both in developed and developing nations. The problem is reported to be more serious in developing nations. This paper is therefore studying the mechanisms used to mitigate workplace absenteeism, their adequacy and the effective utilization of those mechanisms in public and private schools in Ilala Municipality and Mkuranga District in Tanzania. The study relied on in-depth interviews and documentary review to collect data which was analyzed using excel, content and thematic analysis. This study found numerous measures which have been put in place to deal with teachers' workplace absenteeism both in private and public schools. However, the study found that unlike in private schools, the measures are not seriously executed in public schools. The study recommends that the management of private schools should retain their strictness in dealing with teacher absenteeism. Also, the government should learn the private schools model of dealing with teachers' absenteeism. Hence it should ensure effective utilization of available measures, improve teacher working environment, promotion and paying salary arrears on time. Again heads of schools should stop covering absenteeism behavior of their subordinates. Furthermore public secondary school management structure should be re-organized to introduce field of supervision at a division level.
Using a Linguistic Theory of Humour in Teaching English Grammar
Author: Abdulmajeed, Rufaidah Kamal
Date: 2017-00-00
Type: Journal Articles
Subjects: Humor,Grammar,Teaching Methods,Retention (Psychology),English (Second Language),Second Language Learning,Second Language Instruction,Linguistic Theory,Recall (Psychology),Control Groups,Experimental Groups,Reading Comprehension,Single Sex Colleges,Females,Foreign Countries

Teachers who teach a new language grammar do not usually have the time and the proper situation to introduce humour when starting a new topic in grammar. There are many different opinions about teaching grammar. Many teachers seem to believe in the importance of grammar lessons devoted to a study of language rules and practical exercises. Other teachers feel that grammar is best learned by doing different language activities without focusing directly on the rules. This paper is devoted to explore the application of the linguistic theory of humour in teaching English grammar. The purpose of the experiment in this study was to show that the humorous way helped the students to learn grammar more effectively and that humour enhanced learning and helped retention and recalling grammar rules. The researchers created a control group and an experimental group to investigate the potential benefits of introducing humour in explaining a new topic of English grammar. The results showed that the exposure to humorous activities in the classroom tend to improve the student's comprehension of the most difficult topics in their grammar book.
The Syntax of Word Order Derivation and Agreement in Najrani Arabic: A Minimalist Analysis
Author: Fakih, Abdul-Hafeed Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Syntax,Semitic Languages,Phrase Structure,Linguistic Theory,Morphology (Languages),Statistical Analysis,Morphemes,Language Variation,Foreign Countries

The paper aims to explore word order derivation and agreement in Najran Arabic (henceforth, NA) and examines the interaction between the NA data and Chomsky's (2001, 2005) Agree theory which we adopt in this study. The objective is to investigate how word order occurs in NA and provide a satisfactorily unified account of the derivation of SVO and VSO orders and agreement in the language. Furthermore, the study shows how SVO and VSO word orders are derived morpho-syntactically in NA syntax and why and how the derivation of SVO word order comes after that of VSO order. We assume that the derivation of the unmarked SVO in NA takes place after applying a further step to the marked VSO. We propose that the default unmarked word order in NA is SVO, not VSO. Moreover, we propose that the DP which is base-generated in [Spec-vP] is a topic, not a subject. We adopt Rizzy's split-CP hypothesis on the basis of which we assume the existence of a Top Phrase (TopP) projection in the clause structure of NA. We postulate that the phase head C passes its ?-features to the functional head T and the Edge feature to TopP. We assume that T in VSO lacks the Edge feature which motivates movement of the subject DP to [Spec-TP]. As a consequence, the subject of VSO structure remains in situ in the subject position of [Spec-vP]. In addition, it explores subject-verb agreement asymmetry (henceforth, SVAA) and shows that the asymmetry in NA is not related to word order differences but rather to gender agreement differences.
A Corpus-Based Study on the Use of the Logical Connector &quot;Thus&quot; in the Academic Writing of Turkish EFL Learners
Author: Uçar, Serpil
Date: 2017-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Academic Discourse,North American English,Advanced Students,Semantics,Native Speakers,Comparative Analysis,Language Usage,Language Variation,Error Analysis (Language),Control Groups,Scientific Research,Classification,Discourse Analysis,Word Frequency,Written Language,Contrastive Linguistics,Turkish,Foreign Countries

This research was conducted to investigate how frequently Turkish advanced learners of English use the logical connector &quot;thus&quot; in their academic prose and to investigate whether it was overused, underused or misused semantically in comparison to English native speakers. The data were collected from three corpora; Corpus of Contemporary American English and 20 scientific articles of native speakers as control corpora, and 20 scientific articles of Turkish advanced EFL learners. The raw frequencies, frequencies per million words, frequencies per text and log-likelihood ratio were measured so as to compare varieties across the three corpora. The findings revealed that Turkish learners of English showed underuse in the use of the connector &quot;thus&quot; in their academic prose compared to native speakers. Additionally, they did not demonstrate misuse in the use of the connector &quot;thus&quot;. Nevertheless, non-native learners of English tended to use this connector in a resultative role (cause-effect relation) more frequently whereas native speakers used it in appositional and summative roles more as well as its resultative role. Furthermore, the most frequent occurrences of &quot;thus&quot; have been in academic genre.
Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students
Author: Razak, Norizan Abdul
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,English (Second Language),Second Language Learning,Second Language Instruction,Correlation,Questionnaires,Statistical Analysis,Foreign Countries,College Students,Academic Achievement,Anxiety,Measures (Individuals)

This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The participants are selected from English Department, Faculty of Arts, Ibb University, Yemen. The data was collected by using a questionnaire adopted from Yassin (2015), and the data was analysed by using 22nd version of the SPSS. The data of the first question was analysed by using T-test and the result of the analysis showed that the females experienced higher level of anxiety than male students, but the difference between both groups is not significant. The second question was analysed by using Pearson Product Moment Correlation and the result showed that there is not significant correlation between the level of anxiety and the academic achievement of the students.