ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical and Financial Literacy: A Research with Prizren University Students
Author: Muyo Yildirim, Munevver
Date: 2020-00-00
Type: Journal Articles
Subjects: Numeracy,Money Management,Multiple Literacies,College Students,Foreign Countries,Knowledge Level

This study aimed to determine the financial and mathematical literacy levels of university students. Therefore the study contributes to the reflection of students' knowledge of mathematics and finance acquired during their studies to the problems they face in real life as well as to examine how this background affect their opinions in practice. Findings has shown that students' financial and mathematics literacy general achievement levels is 39.7%. It is satisfactory to found that the students of Faculty of Economics have higher levels of financial mathematical literacy knowledge than those of the Faculty of Education and the Faculty of Technology, and that the Faculty of Education is at the forefront of the Faculty of Technology students despite the fact that the Faculty of Education does not provide does not courses in the field of economics and finance. In addition, considering the university students to be more sensitive about their current financial and economic information, it is not expected that the overall success in the findings will be lower than 40%.
Motivation and Commitment of English Student Teachers of Some Universities in Indonesia
Author: Suralaga, Fadhilah
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Academic Persistence,English (Second Language),Second Language Instruction,Student Teachers,Foreign Countries,Preservice Teacher Education,Gender Differences,Differences,Institutional Characteristics

Teachers play crucial roles; therefore, this study is intended to examine student teachers' motivation (instrumental vs. integrative) and commitment (committed passionate, committed compromiser, undecided and uncommitted) to teaching. Quantitative approach using a questionnaire was conducted involving 328 English student teachers from some universities in Indonesia. Using the descriptive analysis, the findings show that those having integrative motivation are 56% and the highest figure for the level of commitment is, as expected, committed passionate (44%). Concerning gender differences, more males (M: 60%, F: 55%) were surprisingly found to have integrative motivation, although more females were found to have the highest level of commitment (M: 35%, F: 47%). These findings at the same time reveal a considerably high proportion of those who did not have a genuine motive to enroll in a teacher education programme and to commit to becoming teachers implying necessary measures from both the government and the teacher education institutions.
Learning Styles and Development of Cognitive Skills in Mathematics Learning
Author: Sheromova, Tatiana S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Mathematics Instruction,Cognitive Ability,Teaching Methods,Cognitive Development,Mathematical Logic,Logical Thinking,Problem Solving,Thinking Skills,Foreign Countries,Student Evaluation,Mathematics Teachers,Skill Development,Learning Modalities,Brain Hemisphere Functions

Modern schoolchildren are the new digital generation and their preferences for working with information are based on of the dominant sensory modality which can be visual, auditory, and tactile/ kinesthetic. Therefore, to organize effective mathematics teaching it is necessary to use a personalized system of teaching techniques, instructional methods, and educational technologies taking into account the way students process information from the outside world. In light of neuropedagogy achievements and the idea of the dynamic balance, the purpose of the article is to provide evidence for the current need for taking into account the students' perceptual learning styles which reflect the nature of interhemispheric interaction in the process of cognitive learning development in mathematics learning. The article is also aimed at establishing a scientific rationale for a classification of teaching methods for development of general learning skills, logical operations, and problem solving skills in mathematics learning based on the criteria of &quot;dominant hemisphere&quot; and &quot;learning style&quot;. The research methods are content analysis of scientific, educational and methodological literature to review the methods for cognitive skill development; testing the students' level of general learning skills and the level of verbal reasoning; modeling method, Google questioning of teachers from different regions of the Russian Federation, qualitative analysis of the empirical data. The scientific novelty of the study is the obtained results: empirical data in respect to personalized learning technologies used by Russian teachers; identifying the stages of cognitive skill development in mathematics learning based on the perceptual learning styles of students; establishing a scientific rationale for a classification of techniques for development of general learning skills according to the criteria of &quot;type of learning in accordance with the dominant hemisphere&quot;; developing the criteria for assessing cognitive skills on the basis of the students' learning styles. The theoretical significance of the study lies in its contribution to the mathematics methodology in regard to personalized learning technologies, the techniques for developing cognitive skills in mathematics learning taking into account students' learning styles and applying the ideas of neuropedagogy and the idea of the dynamic balance in teaching mathematics.
The Investigation of Middle School Student Learning Difficulties and Concept Misunderstandings in Multipliers and Factorization
Author: Dogrucan, Harun
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Learning Problems,Misconceptions,Mathematical Concepts,Mathematics Education,Concept Formation,Multiplication,Division,Teaching Methods,Grade 6,Grade 8,Foreign Countries

The aim of this study was to determine learning difficulties and misunderstanding in multipliers and factors of middle school students in Kayseri, Turkey. One hundred and seven students from 6th grade and 48 students from 8th grade were selected randomly from three middle schools for the study. A questionnaire, which was developed by the first researcher, including two open-ended questions, eleven multiple choice questions, and one true-false question was prepared for each group. Students solved each question and explained how they solved them. Also, it was requested verbally to fill in the solutions. Besides these questions, it was requested from the students to answer how they use the subjects of multiplication and factors in their daily lives and how these subjects affected their attitudes and treatments towards mathematics. According to the evaluations of this research, some suggestions were made for students' learning difficulties and concept misunderstanding about multipliers and factors.
Using Blended Learning during COVID-19: The Perceptions of School Teachers in Jordan
Author: Alsarayreh, Raghad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Teacher Attitudes,COVID-19,Pandemics,Secondary School Teachers,Gender Differences,Public Schools,Private Schools,Science Teachers,Teaching Methods,Educational Technology,Electronic Learning,Instructional Effectiveness

The study aims at identifying the perceptions of using blended learning during COVID 19 Pandemic in Jordan as reported by secondary school teachers in Jordan. It also aims at investigating the possible significant differences in those perceptions attributed to gender and school type (government schools, private schools). A quantitative method was adopted in which a questionnaire was used to collect the data from (161) science teachers (92 females and 69 male teachers) working at secondary schools at Karak governorate. The questionnaire has been distributed to 147 science teachers from public schools and 14 teachers from private schools. The results of this study revealed medium degree of using blended learning among the participants. It also showed no statistically significant differences attributed to the gender variable and the type of school.
Virtualizing Science to Maximize Self-Efficacy, Value, and Motivation for Tomorrow&apos;s Science Workforce
Author: Peng, Li-Wei
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,College Faculty,Graduate Students,Information Technology,School Districts,Expertise,Sciences,Computer Simulation,Science Education,Educational Technology,Technology Uses in Education,Gender Differences,Age Differences,Instructional Program Divisions,Teaching Methods,Grade 6,Grade 8,Rural Schools,Middle School Students,Secondary School Science,Student Attitudes,Career Choice,Educational Games,Computer Games

The research partnership among university faculty, information technology graduate students, and science content experts from school districts developed the Web-based two-dimensional and three-dimensional virtual reality science games. The games were implemented to engage middle school students in learning, retaining, and applying newly acquired scientific knowledge in novel settings. The quasi-experiential study investigated the impact of gender, grade levels, and educational experiences (i.e., with games vs. without games) on sixth and eighth graders' self-efficacy in learning science, value of science, motivation in science, and perceptions of virtual reality science games in science classes. A total of 255 participants' responses from four rural Appalachian middle school science classrooms in southeastern Ohio were analyzed through a three-way ANCOVA factorial pre-test and post-test data analysis with experimental and comparison groups. The results indicated that the diversity of educational experiences was a significant factor that impacted sixth and eighth graders' perceptions of science. The findings of the two short-answer questions identified the reasons why the participants liked or disliked science, as well as why the participants would or would not choose a career in science. The conclusions discussed the practices that strengthen students' attitude toward science and careers in fields of science.
2020 Vision: How a Global Pandemic and the Black Lives Matter Movement Focused Our Teaching
Author: Ramsey, Scott
Date: 2020-12-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Racial Bias,Social Justice,Activism,Culturally Relevant Education,Graduate Study,Doctoral Programs,Educational Change,Distance Education,Equal Education,Electronic Learning,Sustainability,Transformative Learning

Prescott College, a small liberal arts institution in Arizona, offers limited residency Master's and doctoral programs as well as undergraduate programs. Prescott's philosophy centers experiential, community-based, and self-directed learning. While this higher education institution's distance-learning programs are positioned well for broad shifts to online classrooms, we were not without our own struggles to adapt swiftly in Spring 2020. To discover lessons learned and potential strategies of navigating on-going shifts into these uncharted waters, we chronicle how Prescott College's doctoral program adapted its programming in the face of a global pandemic and a racial justice movement that are now issues front and center on the world stage.
Performance Measures of the Academic Managerial Spine
Author: Davidovitch, Nitza
Date: 2020-12-00
Type: Journal Articles
Subjects: Teacher Researchers,Productivity,Performance Based Assessment,Foreign Countries,College Faculty,College Administration,Age Differences,Gender Differences,Faculty Publishing,Administrators

This pioneering study is the first to explore the research output of faculty members that constitute the managerial spine of an academic institution. We related to the managerial spine on four levels of seniority and responsibility at the institution: President, Rector, and Deans; heads of department; faculty members on academic committees and leaders of the program; heads of study tracks and deputy heads of department. Age and gender are also explored. Empirical data on article citations and teaching surveys were gathered for 88 senior faculty members in a case study of an academic institution in which faculty members occupy or occupied a senior management role. It is evident from the research findings that the first group has the highest h-Index, followed by the second group, and finally, the third and fourth groups. With regard to gender, no conclusions can be reached, as almost all those in this group are men. With regard to age -- the group of retirees had the highest output. The fact that the managerial spine has the highest research output is capable of illuminating the managerial profile of the academic institution. Academic management is unique for being two-headed: with a separation between academic management and administrative management. The research findings lead to the question of whether and to what degree are the considerations taken into account in the decisions of policymakers at the institution academic or are administrative considerations dominant.
A Learning Progression for Constructing and Interpreting Data Display. Research Report. ETS RR-20-03
Author: Kim, Eun Mi
Date: 2020-12-00
Type: Journal Articles
Subjects: Mathematics Education,Statistics Education,Teaching Methods,Data Analysis,Specialists,Task Analysis,Learning Processes,Thinking Skills,Comparative Analysis,Kindergarten,Elementary Secondary Education,Advisory Committees,Data Interpretation,Graphs,Skill Development,Sequential Approach

K-12 students are expected to acquire competence in data display as part of developing statistical literacy. To support research, assessment design, and instruction, we developed a hypothesized learning progression (LP) using existing empirical literature in the fields of mathematics and statistics education. The data display LP posits a progression of student understanding and learning of data display in terms of two progress variables: constructing data displays and interpreting data displays. An initial data display LP was revised through expert review and then supported the design of a set of data display tasks to elicit evidence of student knowledge and skills in constructing and interpreting data display. The data display LP and tasks presented in this research report can inform assessment development as well as classroom instruction, and they can be used for further studies on potential interactions between the two progress variables in students' development of data display knowledge.
A Learning Progression for Variability. Research Report. ETS RR-20-05
Author: Fife, James H.
Date: 2020-12-00
Type: Journal Articles
Subjects: Mathematics Education,Statistics Education,Feedback (Response),Research Reports,Advisory Committees,Specialists,Learning Processes,Sequential Approach,Task Analysis,Teaching Methods,Item Analysis,Test Items,Elementary School Students,Secondary School Students,Student Attitudes,Foreign Countries,Mathematics Tests,Thinking Skills,Comparative Analysis,Climate,Sampling,College Students,Graphs,Data Analysis

The concept of variability is central to statistics. In this research report, we review mathematics education research on variability and, based on that review and on feedback from an expert panel, propose a learning progression (LP) for variability. The structure of the proposed LP consists of 5 levels of sophistication in understanding variability, ranging from the learning that occurs prior to Grade 6 through an expert understanding of variability. Following our analysis of the variability research, the full LP is presented along with example tasks designed to elicit evidence of understanding at each of the proposed levels. The LP described in this report constitutes a new theoretical structure that must be independently validated vis-à-vis empirical recovery of the proposed levels by analyzing student responses to tasks designed to target different levels of the progression.
Application of Best Linear Prediction and Penalized Best Linear Prediction to ETS Tests. Research Report. ETS RR-20-08
Author: Haberman, Shelby J.
Date: 2020-12-00
Type: Journal Articles
Subjects: Prediction,Scores,Tests,Testing Programs,Task Analysis,Accuracy,Error of Measurement,Measurement Techniques,Scoring,English (Second Language),Second Language Learning,Language Tests,College Entrance Examinations,Graduate Study,Inferences,Mathematical Models

Best linear prediction (BLP) and penalized best linear prediction (PBLP) are techniques for combining sources of information to produce task scores, section scores, and composite test scores. The report examines issues to consider in operational implementation of BLP and PBLP in testing programs administered by ETS [Educational Testing Service].
Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts. Research Report. ETS RR-20-20
Author: Deane, Paul
Date: 2020-12-00
Type: Journal Articles
Subjects: Reading Instruction,Language Arts,Reading Comprehension,Literary Criticism,Reading Strategies,Reader Text Relationship,Critical Reading,Reader Response,Metalinguistics,Literary Genres,Fiction,Poetry,Reading Attitudes,Perspective Taking,Generalization,Notetaking

A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a &quot;key practice,&quot; a bundle of disciplinary skills and strategies that form a key target for instruction. This practice focuses on applying a variety of strategies for building textual interpretations, including strategies for deepening comprehension, inferring the author's purpose, considering multiple perspectives, connecting text to context, generalizing and applying themes, and participating in cultural conversations about texts. It also identifies a sequence of activities that define literary interpretation as a social practice and identifies key goals and subgoals for those activities. If literary analysis is viewed as a key practice, it requires participants to habitually engage in the following practices: (a) read and reread texts to find cues that suggest new possibilities for interpretation, (b) participate in interpretive discussions of literary texts, (c) use writing both as a tool to support interpretive work and as a means to communicate interpretive arguments, and (d) maintain an openness to new interpretations and a willingness to revisit previous interpretive conclusions in the light of new evidence. The evidence indicates that this is a late-developing practice, typically acquired during high school and never fully mastered by a large proportion of the population, though it can be encouraged and fostered in the upper elementary and middle school years with effective instruction.
A Qualitative Study of Social Media Marketing in Ireland: The Facilitating Role of Higher Education
Author: Stephens, Simon
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Marketing,Foreign Countries,Higher Education,Role of Education,Entrepreneurship,Attitudes

In this paper we present a qualitative study of social media marketing by small business owners in Ireland. We present data from interviews with six owner/managers, six employees, and six experts. Exploring the three perspectives simultaneously facilitates a three-way narrative. We apply narrative structuring as proposed by Kvale (2006) in order to provide insight into the understanding, practices, motivations, behavior, and activities of small businesses as they relate to marketing; specifically, social media-based marketing. The delivery of skills to small businesses create challenges for higher education in terms of the design of curriculum, pedagogy and accreditation. A significant finding of this study is the influence that the attitudes, knowledge and capacity of the owners have on their propensity to engage with social media marketing. There is a role for higher education in bridging this gap. However, this is not just in the delivering of traditional skills, but working as facilitators and developing student, graduate and employee advocates through a comprehensive provision of experiential and work-based learning initiatives. This paper presents novel insights and improves our understanding of the role of higher education in supporting the training needs of small businesses. In our conclusion we present a series of recommendations on the design of customized training programs for small businesses.
Investigation of High School Students&apos; Internet Addiction Levels Using Various Variables: The Case of Giresun Province
Author: Topal, Temel
Date: 2021-01-00
Type: Journal Articles
Subjects: High School Students,Internet,Addictive Behavior,Predictor Variables,Foreign Countries,Gender Differences,Age Differences,Socioeconomic Status,Educational Attainment,Parent Background

The aim of this study is to investigate the internet addiction levels of high school students using various variables. The research consists of a total of 962 students (452 girls and 410 boys) studying at different high schools in Giresun in the fall semester of the 2019 to 2020 academic year. The research data were obtained using the general survey model. The questionnaire consists of 6 items used to determine the introductory characteristics of university students; to obtain the data of the study, the &quot;Internet Addiction Scale (IAS)&quot; consisting of 20 items developed by Young and the &quot;Academic Procrastination Scale&quot; (AEÖ) consisting of 19 items developed by Çakici&quot; were used. In analyzing the data, Kolmogorov-Smirnov (K-S), Arithmetic Mean, Standard Deviation, Independent groups t test, one-way ANOVA and Tukey analysis techniques were used. As a result of the research, it was determined that the mean scores of high school students regarding internet addiction levels differ significantly in terms of gender, class level, economic status, mother's education level and father's education level.