ethanporcaro/eric-fulltext-meta huggingface dataset:
Developmental and Individual Differences in Understanding of Fractions
Author: Siegler, Robert S.
Date: 2013-00-00
Type: Reports - Research
Subjects: Age Differences,Individual Development,Individual Differences,Mathematics,Grade 6,Grade 8,Mathematics Achievement,Executive Function,Metacognition,Arithmetic,Low Achievement,High Achievement,Mathematics Tests,Achievement Tests,Scores,Numbers,Knowledge Level

We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a crosssectional design. Results indicated that the difference between low achieving and higher achieving children's fraction arithmetic knowledge, already substantial in 6th grade, was much greater in 8th grade. The fraction arithmetic knowledge of low achieving children was similar in the 2 grades, whereas higher achieving children showed much greater knowledge in 8th than 6th grade, despite both groups having been in the same classrooms, using the same textbooks, and having the same teachers and classmates. Individual differences in both fraction arithmetic and mathematics achievement test scores were predicted by differences in fraction magnitude knowledge and whole number division, even after the contributions of reading achievement and executive functioning were statistically controlled. Instructional implications of the findings are discussed.
Developmental Predictors of Fraction Concepts and Procedures
Author: Jordan, Nancy C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Elementary School Students,Grade 4,Grade 3,Number Concepts,Longitudinal Studies,Concept Formation,Predictor Variables,Language Aptitude,Abstract Reasoning,Nonverbal Ability,Intelligence Tests,Short Term Memory,Computation,Reading Fluency,Arithmetic,Learning Problems,Attention,Language Usage,Logical Thinking,Mathematics Skills,Regression (Statistics),Correlation

Developmental predictors of children's fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each contributed uniquely to later conceptual understanding of fractions. Number line estimation, attentive behavior, calculation fluency, and working memory made unique contributions to acquisition of fraction arithmetic procedures. Notably, number line estimation made the largest independent contribution in both models. The results suggest that although there is considerable shared variance among the predictors, both general and number-related competencies are uniquely important for explaining why some children struggle with fractions.
Adapting Computer Programming Self-Efficacy Scale and Engineering Students' Self-Efficacy Perceptions
Author: Korkmaz, Özgen
Date: 2014-06-00
Type: Reports - Research
Subjects: Foreign Countries,Computer Science Education,Programming,Self Efficacy,Engineering Education,Rating Scales,Validity,Reliability,Factor Analysis

Students might have different type and different level of perceptions: Positive or negative perceptions on programming; a perception on benefit of programming, perceptions related to difficulties of programming process etc. The perception of student on their own competence is defined as self-efficacy. Based on the discussions reported in literature, measuring self-efficacy is certainly necessary and, in this context, is highly important in order to develop new pedagogical methods to address the problems related to computer programming. The purpose of this study is to adapt a well-known self-efficacy scale and determine engineering student's C++ computer programming self-efficacy levels. The sample group consists of 378 engineering students. In order to test the validity of the scale, an exploratory factor analysis has been conducted and item discriminative power has been evaluated. The reliability of the scale, on the other hand, has been justified using the internal consistency level. The results indicate that the scale is reliable and valid, and it can be used to measure the self-efficacy of the engineering student in Turkish cultural environment. Furthermore, it is revealed that the level of self-efficacy perception of the students is middling and it does not show any meaningful difference between genders. On the other hand, self-efficacy perception of students in computer engineering is found to be higher than that of the students in electrical-electronics engineering.
The Analysis of the Relation between Eight-Grade Students' Estimation Performance in Triangles with Their Teaching Style Expectations and Sources of Motivation
Author: Altunkaya, Bülent
Date: 2014-06-00
Type: Reports - Research
Subjects: Foreign Countries,Middle School Students,Geometric Concepts,Geometry,Mathematics Instruction,Teaching Styles,Student Motivation,Elementary School Students,Computation,Mathematical Concepts,Knowledge Level,Incentives,Measures (Individuals),Student Surveys

In this study, eight-grade students' estimation achievements in triangles were analysed according to motivation types and knowledge type expectations. Three hundred and thirty-seven students from three different elementary schools attended in this study. In order to determine the students' estimation performances, an estimation test in triangles (ETT) was developed. At the end of the study, it was indicated that the estimation performances of the students in triangles related with high level intrinsic motivation and conceptual knowledge expectation. It was also indicated that the estimation performances of the students who have extrinsic motivation source were lower. Moreover it was pointed out that the students expecting procedural knowledge from their teachers had low level of estimation performance in triangles. This study shows that estimation skills in triangles, one of the subjects of geometry, are related with some important variables like motivation types and conceptual knowledge. There are some important questions that should be answered by future studies like &quot;How can students' estimation skills in geometry be developed?&quot; &quot;How can it be integrated into curriculum?&quot; &quot;What are the possible strategies students apply and which factors are they related to?&quot;
Meeting the Needs of Older Students in Higher Education
Author: Caruth, Gail D.
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Nontraditional Students,Adult Students,Andragogy,Adult Education

The number of students 25 years of age and older enrolled in higher education has been escalating over the past 50 years. What is higher education doing to prepare for this growth? With adults constituting almost half of today&apos;s student body, it is important to consider whether the academy is prepared to serve this society of adult learners. The purpose of this paper was to examine the literature on andragogy in higher education to determine if higher education is serving this segment of nontraditional students. Findings show that there has been a substantial increase of adult students enrolled in college and university classes, higher education is not doing the job needed to teach adult learners effectively, adults should be taught andragogically, andragogy is not being used in the higher education classrooms, and colleges and universities need to prepare to teach adult students andragogically. Insufficient empirical research has been conducted on andragogy despite its 40-year history of being considered the principal model of adult learning. However, with validated and reliable instruments available to measure the constructs of andragogy, clearer validation of andragogy in higher education is promising. Predictive research can be completed to study the effect of andragogical practices on learning and student satisfaction outcomes. There is the need for further research on andragogy in an attitude of mutuality and reciprocity to develop further the field of adult education. This attitude of mutuality and reciprocity is innovative.
An Analysis of the Relationship between Internet Addiction and Depression Levels of High School Students
Author: Sahin, Cengiz
Date: 2014-12-00
Type: Reports - Research
Subjects: Correlation,Internet,Addictive Behavior,High School Students,Depression (Psychology),Scores,Measures (Individuals),Gender Differences,Access to Computers,Instructional Program Divisions,Statistical Analysis,Time Management,Family Environment,Adolescents,Foreign Countries

The concept of internet addiction refers to the excessive use of internet which in turn causes various problems in individual, social and professional aspects. The aim of this study is to determine the relationship between depression and internet addiction in terms of grades, sex, the existence of internet connection at home and time spent on internet. The study used survey model. The study group consisted of 369 adolescents from three high schools of different socio-economic background. Data was collected by means of &quot;Personal Information Form&quot;, &quot;Internet Addiction Scale&quot; and &quot;Beck Depression Inventory&quot;. Arithmetic mean, standard deviation, independent sampling t test, ANOVA and Scheffe tests were performed on collected data. The results of the study show that the internet addiction and depression scores of the adolescents are low and the internet addiction levels of ninth and tenth grade students compared to the eleventh grade ones; of males with compared to females; of those having computer at home with compared to the ones having no internet at home and of the ones spending much more time on internet with compared to those spending less time have been found to be higher. No significant difference has been found between depression and internet addiction.
An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example
Author: Bozdogan, Aykut Emre
Date: 2014-12-00
Type: Reports - Research
Subjects: Academic Achievement,Boarding Schools,Science Instruction,Surveys,Comparative Analysis,Grade 5,Grade 6,Grade 7,Elementary School Students,Grade Point Average,Grades (Scholastic),Science Tests,Statistical Analysis,Correlation,Age Differences,Gender Differences,Science Achievement,Foreign Countries,Scores

The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th, 6th, and 7th grades in a regional primary boarding schools, participated in the study. The data of the study was obtained from the academic performance grade point average which the students got from three different exams in Science course and performance grade point average the students got from two different performance assignments (preparing a poster). MANOVA and correlation analysis were used for the statistical analysis of the data which were collected to seek answers for the sub-problems stated within the general framework of the research. The findings revealed that there is not a significant difference between the grade levels and the students' academic achievement scores and performance scores in science course, whereas a significant difference was found between the gender variable and performance scores, which was in favour of females. This result suggests that female students were more successful than male students when compared to performance assignments. Moreover, a meaningful difference was detected in favour of non-boarding students with regard to their academic achievement in science course and their grades in performance assignments. Finally, it was found that there was a moderate positive correlation between the students' academic achievement scores in science course and performance scores in performance assignments.
New Trends on Mobile Learning in the Light of Recent Studies
Author: Korkmaz, Özgen
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Electronic Learning,Literature Reviews,Teacher Attitudes,Student Attitudes,Research Methodology,Periodicals,Participant Characteristics,Outcomes of Education

Since the beginning of the century, with the introduction of mobile devices, use of the concept of mobile learning, became frequent, along with e-learning, m-learning, concept began to come on the agenda. It can be said that determining in what proportion and in which axis m-learning concept discussed in the literature would be important for revealing the issues that are not discussed enough. Starting from this basic premise, the purpose of this research is examining the researches in the literature within the last three years, and identifying new approaches. Literature review was limited with ScienceDirect (one of international databases) and Ulakbim (a database from Turkey). In the scope of the research, 45 studies, 37 from Science Direct, 8 from Ulakbim Social Sciences Database were selected. In the study, each article was investigated with document analysis method. Articles were classified and examined. According to five different criteria the results obtained by this research are summarized as follows: Selected works from Turkey are mostly descriptive studies which try to determine students or faculty members' views. In almost all of these studies the opinions of the students were determined but the information about their past mobile learning experiences is not included in the researches. The studies selected from ScienceDirect have highly diversed subjects, they based on from different disciplines, different learning approaches and mostly try to find out the effectiveness of a developed original environment. In addition, in different subject areas in mobile learning, issues like students' academic achievements, attitudes and perceptions of influence, teacher/teaching staff attitudes or perceptions, adaptable mobile environments, cooperative mobile environments, mobile environments self-regulated learning, mobile environments of information presented in different ways the effects of game-based mobile learning, note-taking with mobile tools, mobile applications in formal education, and mobile augmented reality environments become prominent.
The Effect of Instructional Technology and Material Design Course to Teacher Candidates' Gaining of Technological Pedagogical Content Knowledge Competencies
Author: Tozkoparam, Süleyman Burak
Date: 2015-04-00
Type: Reports - Research
Subjects: Foreign Countries,Pedagogical Content Knowledge,Teacher Competencies,Statistical Analysis,Pretests Posttests,Teacher Education,Student Surveys,Likert Scales,Information Technology,Technology Integration,Technological Literacy,Technology Uses in Education,Preservice Teachers,Measures (Individuals)

The aim of this study is to determine Technological Pedagogical Content Knowledge (TPACK) Competencies of teacher candidates in Turkish Teaching department of Mevlana (Rumi) University and the effect of Instructional Technology and Material Design (ITMD) Course on TPACK. The study is a study of quantitative type and single-group pretest-posttest experimental design has been used. The study has been conducted in the spring semester of 2013/2014 academic year, candidates who are studying in 2nd class of Turkish teaching department in Education Faculty of Mevlana (Rumi) University. In this study, Sahin (2011)'s Technological Pedagogical Content Knowledge (TPACK) Survey has been used. The survey is a 5 point likert type survey and it has 47 items in total. This survey has been applied as pre-test in the classroom to the students who participated in the study. After a period of 10 weeks, the same survey has been applied again to the same students as post-test and thus, pre-test/posttest data has been obtained for the study. According to the findings of the study, TPACK levels of Turkish teacher candidates who participated in the study have been differentiated significantly in terms of all the subscales of the survey. In the light of this study, it can be said that TPACK model plays a leading role on the subject of teachers' needs about technology, pedagogy and content in order to ensure professional development of teachers.
A Review of Research on the Effects of Second Life on Speaking Anxiety
Author: Güzel, Serhat
Date: 2014-00-00
Type: Information Analyses
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Anxiety,Oral Language,Computer Simulation,Internet,Social Systems

Recent studies suggest that Second Life (SL) is a useful tool for educational purposes, specifically for the language learning. However, few studies provide data regarding the effect of SL on speaking anxiety of English as foreign language (EFL) learners. Thus, this paper aims at reviewing the studies on the role of SL as a language learning tool on EFL learners' speaking anxiety levels. In this sense, a certain number of studies on SL as an educational and as a language learning tool were reviewed in the light of anxiety levels of the EFL learners. The studies revealed that SL is a pragmatic tool for language learning activities of EFL learners. Moreover, it was concluded that SL as a language practice environment reduces learners' anxiety levels. However, the studies conducted so far indicate that there has been a lack of empirical data on the effect of SL on the EFL learners' speaking anxiety, especially in Turkish EFL learning context.
Students&apos; Preferred Characteristics of Learning Environments in Vocational Secondary Education
Author: Placklé, Ingeborg
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Measures (Individuals),Vocational Education,Educational Environment,Student Attitudes,Secondary Education,Secondary Schools,Student Surveys,Learner Controlled Instruction,Questionnaires,Rating Scales,Teaching Methods,Educational Methods

If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure students&apos; preferences on characteristics of powerful learning environments in vocational education. We investigated whether student preferences on the design of their learning environments are in line with what is described in the literature as beneficial for learning. Data of 544 students show that the preferences of students support most characteristics of PLEs in vocational education. Looking through the eyes of students, teachers have to challenge their students and encourage them to take their learning in their own hands. Adaptive learning support is needed. Remarkable, students do not prefer having reflective dialogues with teachers or peers.
Promoting Correct Pronunciation through Supported Audio Materials for EFL Learners
Author: Cakir, Ismail
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Pronunciation,Pronunciation Instruction,Listening,Listening Comprehension,Audio Equipment,Audiolingual Methods,Statistical Analysis,College Students,Demography,Predictor Variables,Measures (Individuals),Pretests Posttests,Instructional Materials,Learning Activities,Comparative Analysis

Most of the students majoring in the English Language Teaching Departments, as in other foreign language departments, have difficulties in pronouncing the words correctly in Turkey. The National University Entrance Exam delivered annually does not test oral and aural competencies of the prospective English language teachers. As they are not expected to have these skills, students automatically do not focus on listening comprehension aspect of the target language, which leads them to lack one of the components of an effective communication. Although most of the students are familiar with the words in the target language, they are unable to pronounce them properly. In order to eradicate this problem, the current study provided the student teachers with extensive reading activities to find out whether the activities helped. It is a long process for foreign language teachers to cope with such &quot;fossilized&quot; words during language teaching process. Keeping this issue in mind, this paper mainly aims to seek response to the question of &quot;How does extensive listening contribute to correct pronunciation of the prospective teachers of English?&quot;
Fractions: The New Frontier for Theories of Numerical Development
Author: Siegler, Robert S.
Date: 2013-01-00
Type: Journal Articles
Subjects: Number Concepts,Numeracy,Cognitive Processes,Arithmetic,Neurology,Brain Hemisphere Functions,Children,Difficulty Level,Mathematics Instruction,Mathematics Skills,Knowledge Level

Recent research on fractions has broadened and deepened theories of numerical development. Learning about fractions requires children to recognize that many properties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on number lines. The difficulty of attaining this understanding makes the acquisition of knowledge about fractions an important issue educationally, as well as theoretically. This article examines the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding. Accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic.
Predictors of Collateral Learning Transfer in Continuing Vocational Training
Author: Hinrichs, Anja-Christina
Date: 2014-00-00
Type: Reports - Research
Subjects: Predictor Variables,Continuing Education,Vocational Education,Transfer of Training,Investigations,Structural Equation Models,Job Performance,Workplace Learning,Motivation,Correlation,Organizational Climate,Educational Environment,Participant Characteristics,Trainees,Foreign Countries,Work Environment,Program Administration,Statistical Analysis,Questionnaires

Against the background of demographic change and skill shortages continuing vocational training is of great significance in Germany. However, the training effectiveness is mostly assessed only at the end of a training program or several months after the training. Since in continuing vocational training the two contexts learning field (training) and performance field (work context) act simultaneously, the presented study investigated whether there are already situations in the work context which allow the application of newly acquired knowledge in parallel with the training. The main focus lies in the identification of predictors of learning transfer that takes place alongside the training participation and in the investigation of their causal relationships. Using structural equation modelling five latent variables were identified which have a significant effect on learning transfer parallel to the training--the so called collateral learning transfer. These five predictors explain together 62% of the variance of collateral learning transfer (gathered as performance improvement at work).