ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Math to My Scholars: Inner City Middle School Students
Author: Iyer, Ranjani
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Urban Education,Middle School Students,Blended Learning,Academic Achievement,Classroom Techniques,Individual Development,Teacher Effectiveness,Mathematics Skills,Charter Schools

Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students and cater to individual needs for effective learning. Blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents (U.S. Department of Education, 2010). The purpose of this article is to analyze student demographics as it relates to student performance in an inner city school. As a teacher, you probably need to be one of the most flexible people in the world (Featherstone et al., 1997). Educators need to use learning activities that are both fun and relevant to the students' present body of knowledge to master and comprehend math skills. The authors discuss strategies that can be utilized to enhance and promote student performance and growth. Also, elements of educational methodology based on the author's experience are discussed and its influences on student performance.
The Art of Teacher Talk: Examining Intersections of the Strands of Scientific Proficiencies and Inquiry
Author: LeBlanc, Jennifer K.
Date: 2017-07-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Technology Uses in Education,Educational Technology,Science Instruction,Mixed Methods Research,Teacher Role,Coding,Speech Acts,Science Process Skills,Video Technology,Scaffolding (Teaching Technique),Middle School Teachers,Secondary School Science

This research examined how a teacher's discussion of the strands of scientific proficiencies changed over the course of an inquiry cycle as students engaged in a complex, technology-enhanced inquiry learning environment called &quot;PlantingScience&quot; (PS). Our research is descriptive in nature and attempts to deconstruct the complexity of teacher talk in the classroom as related to the strands of science proficiency. For this study, we used an exploratory sequential mixed methods design. First, the research team watched twenty recorded PS science lessons, transcribed the teacher's comments about inquiry, and identified each class/lab's phase of inquiry. Then, the research team coded the teacher's transcribed inquiry comments. By using both the scientific proficiency and inquiry lenses to examine one teacher's orchestration, our findings detail the art of teacher talk for promoting the four strands of scientific proficiencies through the phases of inquiry. As students transitioned through each phase of inquiry, the teacher emphasized the strands of scientific proficiency differently, but all strands were present. Since teachers play a vital role in developing students' understanding of science as both content and practice, this research helps recognize and describe strategies promoting greater scientific proficiency in students.
Tensions in the New Millennium: Inclusion Ideology and Education Policy in the Finnish Comprehensive School
Author: Hakala, Juha T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Foreign Countries,Inclusion,Special Education,Elementary Secondary Education,Educational Change,Research Problems,Statistics

This article examines the discrepancy between the ideology of inclusive education and the national education policy in the Finnish comprehensive school education. The study covers twenty years and is based on observations that indicate that the change in comprehensive school education, grounded in inclusive education ideals, has been slow. This has been the case, even though Finnish education policy has, on principle, committed to many international statements that promote inclusion ideology. The data consists primarily of statistics indicating the number of students in special education and national and international research on the subject. It confirms our supposition, but also the fact that statistics are not merely challenging but also capable of distorting reality. While examining the changes in student quantities over the last twenty years, we came to the conclusion that the fluctuation does not result from any real growth in student numbers. Changes in statistical methods, terminology in the field of study, norms, education systems or even social phenomena can also cause distortion.
Impact of Timed Reading on Comprehension and Speed: A Study on Turkish EFL Learners
Author: Armagan, Kiymet Selin
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Comprehension,Reading Rate,Foreign Countries,Reading Instruction,Reading Processes,Reader Text Relationship,Reading Fluency,Reading Skills,Pretests Posttests,Native Language,Second Language Instruction,Experimental Groups,Control Groups,Statistical Analysis,Learning Activities,College Students

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated greatly. Developments in the area of reading in L1 have frequently raised questions about reading in L2 and a variety of theories have been proposed to account for the relationship between L1 and L2 reading. One of the most fundamental questions raised is related to &quot;reading fluency.&quot; Even though the importance of reading fluency in both L1 and L2 has been emphasized, studies on fluency in L2 are still scarce if we think about its more complicated and multifaceted nature when compared to reading fluency in L1. The aim of this study was to investigate the impact of timed reading practices on the comprehension level and reading speed of learners of English as a foreign language (EFL) in Turkish context. A total of 74 students were the participants, who were randomly divided into two groups: experimental and control group. Experimental group received timed reading activities while the control group did not. Pre-test was applied on the 1st week and post-test was applied on the 7th week. Results illustrated that timed reading intervention positively affected EFL students' comprehension level and reading speed. Implications for teaching reading in a foreign language were discussed in relation to a number of important details in the findings.
Utilizing Concrete Manipulatives in Contextually Distinct Situations to Assess Middle School Students' Meanings of Force
Author: Ozdemir, Gokhan
Date: 2017-07-00
Type: Journal Articles
Subjects: Middle School Students,Manipulative Materials,Evaluation Methods,Scientific Concepts,Scientific Literacy,Scientific Principles,Physics,Interviews,Qualitative Research,Motion,Kinetics,Teaching Methods,Intermode Differences,Foreign Countries

Students' alternative conceptions of force are one of the most studied topics, important for both science assessment and instruction. Previous studies often described students' alternative conceptions of force with a small number of well-known frameworks by utilizing interviews and paper-pencil tests in their assessments. This study aims to explore middle school students' meanings of force with a refined assessment tool that provides a) apparent contextually different situations, b) realistic and familiar situations, and c) presentation of the situations with concrete manipulatives in questioning. Eight 8th grade students studying in the same public school were selected for the interviews. The students' responses to the interview questions were qualitatively analyzed and described in terms of their force meanings. The results of the study indicates that the students' meanings of force are multiple and divergent. Seven new meanings of force that have not been captured in previous studies were determined in the students' responses, in addition to the well-known meanings of force. The implications derived from the results of the study were discussed in terms of the potential influence of the refined assessment tool on the students' reasoning and classroom practices for conceptual change.
Effect of Meaning Making Approach on Students' Conceptual Understanding: An Examination of Angular Momentum Conservation
Author: Bostan Sarioglan, Ayberk
Date: 2017-07-00
Type: Journal Articles
Subjects: Attitude Change,Grade 11,Case Studies,Scientific Concepts,Scientific Principles,Scientific Literacy,Pretests Posttests,Semi Structured Interviews,Video Technology,Teaching Methods,Qualitative Research,Motion,Kinetics,Sport Psychology,Athletics,Instructional Effectiveness,Foreign Countries,Observation

The aim of this study is to analyze the effect of meaning making based instruction regarding angular momentum conservation on the change of two 11th grade students' alternative ideas they have before instruction. Case study model is used in the research. Conceptual test (implemented before the instruction, right after the instruction and fifteen weeks after the instruction), semi-structured interviews and video recordings of the teaching process were used for data collection procedure. It is eventually seen that these two students do not have scientific ideas about angular momentum conservation before instruction whereas they have scientific ideas after the instruction. One student made scientific explanations in delayed post-test while the other student had an alternative idea. In the after instruction interviews, the student who had scientific ideas indicated that she found the new concept understandable, reasonable, and useful, whereas the student who had alternative ideas stated that he found the new concept understandable and reasonable but not useful. According to the results, durable conceptual change does not occur in the students' ideas who did not find the new concept useful. Based on our results, various studies can be performed regarding permanent conceptual change in students' ideas.
Exploring Pre-Service Elementary Science Teachers' Conceptual Understanding of Particulate Nature of Matter through Three-Tier Diagnostic Test
Author: Aydeniz, Mehmet
Date: 2017-07-00
Type: Journal Articles
Subjects: Diagnostic Tests,Preservice Teachers,Preservice Teacher Education,Scientific Literacy,Scientific Concepts,Scientific Principles,Knowledge Base for Teaching,Knowledge Level,Science Achievement,Multiple Choice Tests,Misconceptions,Minimum Competency Testing,Confidence Testing,Foreign Countries,Statistical Analysis

The purpose of this study was to explore Pre-service Elementary Science Teachers' (PSTs) conceptual understanding of Particulate Nature of Matter (PNM) through a three-tier diagnostic test. Participants were 215 PSTs from Turkey. Data consisted of participants' responses to the Particulate Nature of Matter Test (PNMT). The PNMT consists of three-tier items. Students were asked to choose the correct choice in the first tier, and then to justify their choice of the answer provided in the second tier. Finally, they were asked to indicate the confidence level of their responses in the third tier. Results showed that the PSTs were not competent in their understanding of the PNM concepts. Moreover, some had strongly held misconceptions. Finally, the PSTs struggled to provide coherent answers to the items on the PNMT across three tiers.
Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry
Author: Zhou, George
Date: 2017-07-00
Type: Journal Articles
Subjects: Microteaching,Preservice Teachers,Preservice Teacher Education,Science Instruction,Inquiry,Active Learning,Elementary Secondary Education,Methods Courses,Lesson Plans,Reflective Teaching,Data Collection,Student Teacher Attitudes,Foreign Countries,Outcomes of Education

Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking teacher candidates to simply share (present) their inquiry-based lesson plans with peers, we requested teacher candidates to develop, teach, and collaboratively reflect upon their lessons. This paper reports our findings from a recently finished study that investigated teacher candidates' learning from and perspectives about MLS. Data were collected through teacher candidates' lesson plans, teaching performances, and reflective reports. The study concluded that MLS provided teacher candidates valuable practical opportunity and their learning through such collaborative action was significant. Participating teacher candidates highly valued MLS approach even though a few of them raised some concerns about it.
A Study on Using Serious Games in Teaching German as a Foreign Language
Author: Alyaz, Yunus
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Computer Games,Second Language Instruction,German,Preservice Teacher Education,Preservice Teachers,Language Teachers,Teacher Qualifications,Pilot Projects,Questionnaires,Likert Scales,Pretests Posttests,Student Teacher Attitudes,Opinions,Receptive Language,Vocabulary Development,Language Tests,Semi Structured Interviews,Diaries,Age Differences,Verbal Communication,Transcripts (Written Records),Reading Comprehension,Learning Activities,Statistical Analysis

The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data were collected via semi-structured interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionally, age was found to be an important factor that affects participants' attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.
Challenges for New Teachers and Ways of Coping with Them
Author: Dias-Lacy, Samantha L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Coping,Stress Variables,Literature Reviews,Mentors,Grounded Theory,Secondary School Teachers,Diaries,Case Studies,Beginning Teacher Induction

The first year of a teacher's career can determine their longevity within the field of education. The issues of first year teachers were analyzed through a grounded theory qualitative research analysis. The results of this study indicate that a first year teacher may feel stress, lack appropriate support, and may feel unprepared to handle behavioral and academic issues among their students. Based on the literature review, the implementation of mentoring programs between new and experienced teachers not only benefited novice teachers but guided them to cope and face the anxieties during the first year in the classroom. Further implications are presented in the regarding some mentoring programs and the impact for first year teachers when not implemented due to limited funding and/or lack of administrative support.
Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing
Author: Darby, Norazlinda Mohd
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Personality Traits,Thinking Skills,Engineering Education,Drafting,Teaching Methods,College Students,Quasiexperimental Design,Control Groups,Experimental Groups,Pretests Posttests,Statistical Analysis

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students' disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students' thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.
Middle Grade Students' Concept Images of Algebraic Concepts
Author: Tekin-Sitrava, Reyhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Concept Formation,Mathematical Concepts,Algebra,Definitions,Phenomenology,Questionnaires,Semi Structured Interviews,Content Analysis,Learning Processes

This study investigates middle school students' concept images of algebraic concepts which are term, constant term, variable, and coefficient. Also, the study aimed to explore their performances in defining these concepts correctly. A phenomenological method was used to support methodological perspective and to reveal the findings of the study. Twenty seven 7th grade students completed a questionnaire, which aims to assess students' concept images of the algebraic concepts. Twelve of them were selected for semi-structured interviews on the basis of purposeful sampling method to clarify and expand on their responses to the questionnaire. The data was analyzed via the content analysis approach. The analysis of the data indicated that students have various concept images of basic algebraic concepts. More interestingly, this study showed that although students' performances on defining the algebraic concepts were above 50% for each concept, 7th grade students' concept images of the algebraic concepts is not so strong for learning algebra conceptually.
Applying the CREAM Strategy for Coaching Teaching Practices
Author: Milad, Marine
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Coaching (Performance),College Faculty,Teacher Effectiveness,Teacher Improvement,Self Evaluation (Individuals),Observation,Program Effectiveness,Models,Check Lists,Correlation,Statistical Analysis

Monitoring and evaluating staff tutors necessitates constant follow-up to ensure that they are in line with the University's mission and vision. This has raised a fundamental educational question: how to coach rather than monitor the tutors. To answer this question, Cottrell's (2008) CREAM (Creative, Reflective, Effective, Active, Motivated) strategy was applied to coach these tutors following the GROW Model (Goal, Reality, Options, Will way forward) as a framework for structuring both team and individual coaching sessions. Cottrell's strategy was initially developed for enhancing the learner's self-directed/autonomous learning. For the purpose of this implementation, the researchers applied the CREAM strategy as a self-assessment and observation tool. Being pragmatic leaders, they conducted three team coaching sessions and one-to-one individual sessions throughout the academic semester following the GROW Model to: establish SMART Goals, examine the current Reality, explore possible Options/Obstacles, and establish the Will. A checklist was developed to measure the staff tutors' self-assessment of their Creative, Reflective, Effective, Active, and Motivated teaching practices and the same checklist was used by the head of the program as an observation checklist to evaluate these practices. The two tools were statistically analysed and a correlation was found.
A Survey of the University Students' Perspectives about Using Digital Technologies in Education: Zimbabwean Case
Author: Dube, Sibusisiwe
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Surveys,Student Attitudes,College Students,Case Studies,Statistical Analysis,Foreign Countries,Information Technology,Teaching Methods,Technology Integration,Questionnaires,Learning Processes,Negative Attitudes,Management Systems,Educational Technology,Social Media,Electronic Learning

This study investigated the perspectives of university students on the use of digital technologies as tools for teaching and learning. Digital technologies are an essential asset for academic institutions as they can support strategic teaching and learning objectives for education institutions. Studies have shown that limited use of digital technologies could lead to a second order digital divide. This problem negatively impacts the Government and university efforts and initiatives of increased technological investment. There is therefore a need to uncover and obtain a deeper insight into university students' perspectives due to the sparse literature discussing this problem within the Zimbabwean context. Quantitative data on student perspectives was collected using 100 questionnaires administered to students at a single university of technology in Zimbabwe. Although the findings concur with existing literature that students highly value the integration of technology into their learning process, there were issues that appeared to be peculiar to the surveyed environment. For example, the surveyed students professed disappointment with the current traditional teaching methods despite the high availability and accessibility to digital technologies within the institution. They indicated their frustration emanating from the disconnection between commonly used teaching methods and the digital technologies effective for teaching and learning.