ethanporcaro/eric-fulltext-meta huggingface dataset:
School Administrators' Perceptions of the Employability of Preservice Science, Technology, and Mathematics Teachers through Teaching Practice in Nigeria
Author: Awofala, Adeneye O. A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Employment Potential,Preservice Teachers,Science Teachers,Technology Education,Mathematics Teachers,Graduate Students,Foreign Countries,Teaching Skills,Career Readiness,Mixed Methods Research,Semi Structured Interviews,Administrator Surveys,Likert Scales,Practicums,Data Analysis

Teaching practice is considered a professional development tool for boosting science, technology and mathematics graduate teachers' employability. This study examined Nigerian school administrators' perception of the skills central to the employability of preservice STM teachers in order to make them work-ready when they graduate and increase their marketability in the transition from learning to earning. The study adopted a blueprint of mixed-methods approach. This approach offered an in-depth, contextualised, and natural but more time-consuming insight of qualitative research coupled with the more efficient but less rich of compelling predictive power of quantitative research. Data were collected using the semi-structured interview (qualitative data) with a protocol that comprised four open-ended questions involving 20 school administrators majorly Principals and a survey comprising 39 five-point Likert scale statements (quantitative data) from 180 school administrators (Principal, Vice Principal, Head of STM and Senior STM teachers) in 20 randomly selected senior secondary schools in Lagos State, Nigeria who offered three months of teaching practice for 98 preservice STM teachers in one university in Nigeria. The results showed a satisfactory level of preservice STM teachers' performance during the teaching practice as most administrators were in support of recruiting the preservice STM teachers in future. Teaching skills were ranked most important next to personal attributes for enhancing employability and needing most improvement by preservice STM teachers. The school administrators perceived the duration of the teaching practice to be too short and suggested an extension to twelve months for preservice STM teachers to benefit maximally from the training. They equally suggested that the preservice STM teachers on graduation should be posted to schools during the period of their National Youths Service Corps to further enrich their professional teacher training.
Examining the Relationship between Secondary Mathematics Teachers' Self-Efficacy, Attitudes, and Use of Technology to Support Communication and Mathematics Literacy
Author: Letwinsky, Karim Medico
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Self Efficacy,Secondary School Mathematics,Teacher Attitudes,Technology Uses in Education,Numeracy,Mathematical Concepts,Mathematics,Technology Integration,Mathematics Education,Technological Advancement,Statistical Analysis,Research Design,Correlation,Secondary School Teachers

The rich language surrounding mathematical concepts often is reduced in many classrooms to a narrow process of memorizing isolated procedures with little context. This approach has proven to be detrimental to students' ability to understand mathematics at deeper levels and remain engaged with this content. The current generation of students values technology as a natural, and often preferred method, for communication. These preferences provide teachers a unique opportunity to extend mathematics communication beyond the classroom. This study sought to understand secondary mathematics teachers' use of communication technology and the relationship between variables that may contribute to a teacher's decision to integrate technology for this purpose. Using a descriptive quantitative approach, the research investigated the relationship between teachers' self-efficacy, attitudes, and the use of communication technology in secondary education mathematics classrooms. A total of 90 teachers in grades 7-12 participated. Results revealed a significant relationship between teachers' attitudes toward using technology for communication and personal self-efficacy (p &lt; 0.05), yet few reported using technology in this way. An important recommendation from this study is to investigate why teachers who demonstrate key positive indicators for technology integration are not capitalizing on the potential that communication technology provides to cultivate mathematics communication and literacy.
Developing Kindergarten Children's Mathematical Abilities and Character by Using Area Instruction Model
Author: Mardiana, Dinny
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Qualitative Research,Interviews,Observation,Documentation,Kindergarten,Mathematics Instruction,Mathematics Skills,Foreign Countries,Lesson Plans,Planning,Program Implementation,Program Evaluation,Models,Learning Activities,Program Effectiveness

This study aimed to describe the application of Area Instruction Model on one of the state kindergarten in Bandung city. The study used a qualitative approach with descriptive qualitative design. Data was obtained through interviews, observation, and documentation. The validity of the analysis was guaranteed through perseverance observation and triangulation. There are three conclusions as research results. Firstly, the application include: Planning, namely: semester program, daily plan, and weekly plan; Implementation consisting of: initial activities, core activities, and the final activities; Evaluation, namely: daily evaluation with rewards in the form of direct assessment, and a written assessment according to indicators of mathematical abilities and character development; weekly evaluations; the monthly progress reports of mathematical abilities, character, and theme; and semester progress reports. Secondly, students' mathematical abilities are at the level: classification, comparison, and counting has developed very well; prior understanding of number concept, the cardinal numbers, and ordinal number has developed according to expectations; while number conservation has developed with the teachers' guidance. Thirdly, the students' characters are at the level: gratitude and tolerance has developed very well; respective to the opinion of others and the discipline has evolved according to expectations; and confidence has developed with teachers' guidance.
Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge
Author: Mahanin, Hajah Umisuzimah Haji
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Activities,Mathematical Logic,Statistical Analysis,Research Design,Pretests Posttests,Secondary School Students,Academic Achievement,Mixed Methods Research,Mathematics Teachers,Thinking Skills,Teaching Methods,Information Technology,Foreign Countries,Secondary School Mathematics,Interdisciplinary Approach,Mathematics Education,Secondary School Teachers

This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam national philosophy of the Malay Islamic Monarchy. A quantitative method using a pre-experimental design focusing on one-group pre- and post-test design was used for this study. The participants were selected from a convenient sample of 43 Year 9 students in one of the secondary schools in Brunei. The findings were also triangulated with the students' collected reflective journal artifact documents. Each student journal was analyzed using the identified learning activity stages within the RBC-model, where the R denotes &quot;Recognizing,&quot; B is &quot;Building with&quot; and C means &quot;Constructing.&quot; The results showed an improvement in the students' achievement, and they were able to construct the mathematics knowledge by means of collaboration among group members. Based on the findings, it is recommended that Mathematics teachers be encouraged and supported to design authentic and interdisciplinary learning activity that are learner centered catering to the different needs of our students and also to meet the 21st century skills demand.
Predictors of Student Success in Supplemental Instruction Courses at a Medium Sized Women's University
Author: Lindsay, Keston
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictor Variables,Academic Achievement,Supplementary Education,College Students,Females,Universities,Womens Education,Academic Failure,Gender Differences,Age Differences,Racial Differences,Regression (Statistics),White Students,Hispanic American Students,African American Students,Comparative Analysis,Algebra,Microbiology,Chemistry,Statistics,Withdrawal (Education),Models,School Holding Power

Supplemental Instruction (SI) is a program that seeks to improve student success by targeting classes with high failure rates, as defined with a failure percentage of 30% or more. It is organized by an administrative SI supervisor who supervises SI leaders, which are students that have successfully completed the courses that they have been assigned. The SI supervisor also collaborates with the course instructors who aid in screening the competency of the SI leaders. Improved self-confidence, teamwork, independence and course performance have been reported as benefits of SI. This project sought to explore the effect of SI on success and failure, along with gender, age and race. The type of course was also used as a factor in order to control for it as a confounding variable. In order to ascertain the effect of these variables on success, a technique called logistic regression was used. Caucasian female students who took bacteriology and did not attend SI were used as the reference group. Students were about twice as likely to succeed if they completed the required number of SI sessions and one fifth as likely to succeed if they were in a SI class and did not meet the minimum number of sessions. Hispanic students were 40% as likely to succeed, and African American students were about one third as likely to succeed when compared to Caucasian students. Students between 20 and 29 years old were half as likely to succeed, and those 30 or older were one quarter as likely to succeed when compared to teen students. Those in algebra were about three times more likely to succeed than those in bacteriology, chemistry and statistics. When the students that withdrew were removed, the chances of success were about the same, except for African American students which were one quarter as likely to succeed, and those that did not meet minimum sessions were one quarter as likely to succeed. The model explained more variation when the students that withdrew were included. As SI had a strong influence on success, it should be considered as a tool to enable retention of students in high risk courses.
Literacy among Malaysian Primary Schoolers: How Do Boys Perform Relative to Girls?
Author: Mohd-Asraf, Ratnawati
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,Gender Differences,Elementary School Students,Early Childhood Education,Grade 1,Grade 2,Grade 3,Geographic Regions,Case Studies,Academic Achievement,Underachievement,Language Acquisition,Official Languages,Language Proficiency,Reading Improvement,Scores,Reading Tests,Screening Tests,National Competency Tests,Indonesian Languages,Language Teachers,Teacher Attitudes,Data Analysis

The performance of boys in literacy has become an issue of increasing concern around the globe. This paper discusses the results of a study that sought to determine the literacy performance of Malaysian primary schoolers. Using one of the states in the country as a case study, data on approximately 85,000 students from grades 1, 2, and 3 were obtained. Teachers' views were also sought through focus group interviews and journal entries. The results show that although there is an overall improvement in literacy performance in the national language among the students as they go into Grades 2 and 3, girls are found to outperform boys in every screening for all grade levels.
Opinions of Pre-Service Social Studies Teachers about Using Historical Environment
Author: Avci Akçali, Asli
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Opinions,Social Studies,History Instruction,Knowledge Level,Teaching Skills,College Seniors,Qualitative Research,Questionnaires,Semi Structured Interviews,Content Analysis,Definitions,Teaching Methods,Data Analysis

This research aimed to identify the knowledge, attitude and skill levels of pre-service social studies teachers about using historical environment in teaching. Based on this aim it can be included in the scope of the survey research. Participants of the research which was realized in 2015-2016 academic year were 75 senior grade pre-service teachers in the department of social studies teaching of a university from the north of Turkey. In the research, qualitative approach was followed in data collection. A questionnaire including open-ended questions and semi-structured interview technique were used. The data were analyzed according to the content analysis method. As the result of the study, it was identified that pre-service social studies teachers had knowledge to a certain extent about the definition of the historical environment, elements of it, educational attainments it might provide and the method and techniques which can be applied to use it. Moreover, they did not have enough knowledge about the nearby historical environment. Furthermore, it was propounded that attitude levels of the participants about using historical environment in social studies teaching were high whereas the skill levels were low.
Increasing Instructional Efficiency When Using Simultaneous Prompting Procedure in Teaching Academic Skills to Students with Autism Spectrum Disorders
Author: Tekin-Iftar, Elif
Date: 2016-12-00
Type: Journal Articles
Subjects: Autism,Prompting,Feedback (Response),Teaching Methods,Pervasive Developmental Disorders,Males,Preadolescents,Stimuli,Maintenance,Generalization,Responses,Observation,Pictorial Stimuli,Foreign Countries,Skill Development,Training

A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the group arrangement. Three 10- and 11-year-old male students participated. Results showed that the simultaneous prompting procedure was effective and the students acquired responding correctly to the instructive feedback and observational learning stimuli, which were exposed during the course of simultaneous prompting training. Furthermore, the simultaneous prompting procedure was effective in the maintenance and generalization of the acquired target skills and they maintained responding correctly to their instructive feedback and observational learning stimuli over time and across persons and materials. Last, social validity findings of the study were encouraging. All these findings provide the groundwork for suggesting teachers to use the simultaneous prompting procedure with the presentation of instructive feedback stimuli and providing opportunity of observational learning when teaching academic skills to students with ASD. Future research is needed to support these findings.
The Effect of the 5E Instructional Model Enriched with Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes
Author: Dasdemir, Ikramettin
Date: 2016-09-00
Type: Journal Articles
Subjects: Teaching Models,Cooperative Learning,Animation,Grade 7,Academic Achievement,Scientific Attitudes,Statistical Analysis,Teaching Methods,Quasiexperimental Design,Control Groups,Science Achievement,Achievement Tests,Pretests Posttests,Comparative Analysis,Foreign Countries,Science Curriculum,Science Education,Constructivism (Learning),Secondary School Students,Research Design,Science Teachers

The aim of this research is to determine the effect of the different teaching methods, on seventh-grade students' academic achievement and scientific attitudes. The research was carried out using quasi-experimental methods. The research sample consisted of 84 seventh grade students studying in three different classes. One of these classes an animation group, the second class was a cooperative group, the third was a control group. The data collection tools used were the Science Achievement Test (SAT) and the Scientific Attitude Scale (SAS).When each group's SAT and SAS pre-test ANOVA scores were compared, no significant differences were found between them. SAT post-test results showed a significant difference in favour of the animation group. In addition, the findings of the study revealed that the cooperative group's mean post-test were not statistically significant. When SAS post-test scores of the animation and control groups were compared, there was a significant difference in favour of the animation group. When the SAS post-test scores of the cooperative and control groups were compared, there was a significant difference in favour of the cooperative group. When the SAS post-test scores of the cooperative and animation group were compared, there were no statistically significant differences in students' attitudes.
Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks
Author: Dinkel, Danae M.
Date: 2016-09-00
Type: Journal Articles
Subjects: Knowledge Level,Elementary School Teachers,Program Implementation,Physical Activities,Recess Breaks,Scaffolding (Teaching Technique),Ability,Online Surveys,Teacher Surveys,Statistical Analysis,School Districts,Class Activities,Integrated Activities,Teacher Collaboration,Barriers,Delivery Systems,Faculty Development,School District Size

This study examined teachers' zone of proximal development for classroom physical activity breaks by assessing teachers' knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n = 346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers' zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers' knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts.
The Views of Middle School Mathematics Teachers on the Integration of Science and Technology in Mathematics Instruction
Author: Sen, Ceylan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Teachers,Mathematics Teachers,Teacher Attitudes,Interdisciplinary Approach,Technology Integration,Mathematics Instruction,Case Studies,Semi Structured Interviews,Content Analysis,Knowledge Level,Mathematics Curriculum,Preservice Teacher Education,Inservice Teacher Education,Data Analysis,Qualitative Research

This study was a case study in which the results based on a specific case were analyzed and holistically described (Yildirim &amp; Simsek, 2008). 15 middle school mathematics teachers took part in the present study. The participants were voluntary, and they were selected randomly. As data collection instrument, the researchers developed a semi-structured interview form including 5 open-ended questions. The gathered data were analyzed and reported through content analysis method. The results of the study showed that there was a consensus among teachers about interdisciplinary approach and integrating technology in mathematics instruction. Besides, it was revealed that the teachers were not knowledgeable about and trained on how to use technology and how to integrate science in mathematics instruction. The teachers agreed that regarding the integration of science and technology, mathematics curriculum was suitable and sufficient for the time required and for the topics involved. Based on the results of the study, it can be suggested that teachers be trained through pre-service and in-service integration programmes for the integration of science and technology in mathematics instruction.
Teaching Strategies Mediated by Technologies in the EduLab Model: The Case of Mathematics and Natural Sciences
Author: Oliveira, Ana
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematics,Natural Sciences,Foreign Countries,Technology Integration,Case Studies,Interviews,Science Instruction,Computer Uses in Education,Computer Mediated Communication,Resource Units,Shared Resources and Services,Information Technology,Instructional Innovation,Science Teachers,Mathematics Teachers,Grade 5,Blended Learning

The EduLab model is a &quot;new&quot; educational model that integrates technologies in educational contexts comprising full equipped classrooms with attractive and easy-to-use technological resources. This model tries to promote a dynamic and more effective teaching and learning process. For this purpose, the model provides teachers training and monitoring in order to encourage innovative pedagogical formats, such as collaborative work, flipped classroom and research-based learning (Pombo, Carlos, &amp; Loureiro, 2015). The current article intends to characterize and analyse the developed teaching strategies with the use of the available technologies, carried out in the subjects of Mathematics and Natural Sciences in a fifth grade class at the Gafanha da Nazaré School Grouping (Aveiro, Portugal). In the Natural Sciences subject, technologies were used, particularly, to support the resolution of work proposals. The research-based learning and collaborative work were implemented as a way to develop skills and &quot;acquiring&quot; knowledge by the students. In some Natural Sciences lessons, flipped classroom method was implemented with significant gains for the students' learning. In the Mathematics lessons, technologies were especially used to support the resolution of work proposals and oral exposition by teacher. Attending to the specificity of this subject, the implementation of innovative strategies was less frequent.