ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Teachers' Likelihood of Performing Unethical Behaviors in the Real and Virtual Environments
Author: Akdemir, Ömür
Date: 2015-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Behavior,Ethics,Probability,Virtual Classrooms,Teacher Surveys,Online Surveys,Teacher Attitudes,Gender Differences,Internet

Individuals act different in virtual environment than real life. The primary purpose of this study is to investigate the prospective teachers' likelihood of performing unethical behaviors in the real and virtual environments. Prospective teachers are surveyed online and their perceptions have been collected for various scenarios. Findings revealed that prospective teachers are more likely to perform unethical behaviors in virtual environment than real life. Results also revealed that men and more internet users regardless of their gender are more likely to perform unethical behaviors in virtual environment than women and less internet users. Future research should investigate the driving forces to perform unethical behaviors in virtual environment.
Restrict or Share the Use of the Interactive Whiteboard? The Consequences on the Perception, the Learning Processes and the Performance of Students within a Learning Sequence on Dynamic Geometry
Author: Duroisin, Natacha
Date: 2015-04-00
Type: Journal Articles
Subjects: Interactive Video,Bulletin Boards,Visual Aids,Educational Technology,Geometry,Technology Uses in Education,Secondary School Students,Secondary School Mathematics,Statistical Analysis,Questionnaires,Qualitative Research,Coding,Interaction,Student Attitudes,Instructional Effectiveness,Hypothesis Testing,Usability,Learning Processes

The aim of this study is to analyse the impact of the shared use of the interactive whiteboard (IWB) on the perceptions, learning processes and performance of learners. It was carried out with lower secondary school students within the context of a class on dynamic geometry. The work is based on a set of indicators and the results were obtained from quantitative data, which was collected through a written questionnaire, and from qualitative data, which was collected through encoded video recordings. These results show that sharing the use of the interactive whiteboard has an impact on the perceptions of learners in terms of the usability and usefulness of the tool, that it encourages interactions between the students and that it seems to have a positive effect on the efficiency of the learning sequence itself.
Underlying Reading-Related Skills and Abilities among Adult Learners
Author: Mellard, Daryl F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adult Learning,Adolescents,Young Adults,Reading Skills,Decoding (Reading),Reading Processes,Vocabulary,Reading Rate,Cognitive Processes,Short Term Memory,Regression (Statistics),Predictor Variables,Career Education,Technical Education,Reading Comprehension,Statistical Analysis,Correlation,Reading Fluency

This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the &quot;Comprehensive Adult Student Assessment System.&quot; Alternatively, when measured by the &quot;Test of Adult Basic Education,&quot; Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors.
Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention
Author: Simmons, Deborah C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Intervention,Reading Instruction,Kindergarten,Reading Achievement,Comparative Analysis,Formative Evaluation,Control Groups,Experimental Groups,Progress Monitoring,Program Effectiveness,Curriculum,Response to Intervention,Emergent Literacy,Gender Differences,Racial Differences,Ethnic Groups,Reading Skills,Phonemic Awareness,Naming,Reading Fluency,Teaching Experience,Receptive Language,Vocabulary,Student Characteristics,Spelling,Decoding (Reading),Scores,Statistical Analysis,Mastery Learning,Acceleration (Education),Repetition

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to determine whether linking performance on formative assessments to curriculum progression improved kindergarten reading outcomes over standard implementation. We were interested in whether specific progression adjustments would enhance the effects of supplemental reading intervention. Growth-mixture modeling using data from kindergarteners (n = 136) whose intervention progression (e.g. repeat lessons, skip lessons) was adjusted every 4 weeks based on mastery data identified four latent classes characterized by unique profiles of curriculum progression adjustments. Multilevel analyses comparing the performance of students in the four classes with that of propensity matched groups whose intervention was not adjusted (n = 101) indicated positive effects of curriculum progression for (a) students whose formative assessment performance exceeded 90% and received early and sustained lesson acceleration and (b) students who initially performed below 70% on assessments and who repeated early lessons and progressed to conventional implementation. Effects of curriculum adjustments for the two smallest groups were less clear.
Validation of a Chinese Version of Metacognitive Awareness of Reading Strategies Inventory
Author: Wu, Lin
Date: 2012-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Reading Instruction,Questionnaires,Test Validity,Reading Skills,Middle School Students,Foreign Countries,Factor Analysis,Test Reliability,Translation,Chinese

Problem Statement: Students' metacognition can play a critical role in their reading learning, and their metacognitive awareness of reading strategies has attracted the interest of both educational researchers and teachers. However, there is not an existing questionnaire for the research of students' metacognition on reading in China. An instrument is needed to assess students' metacognitive awareness of reading strategies in the Chinese context. Purpose of Study: The aim of the present research is to validate the &quot;Metacognitive Awareness of Reading Strategies Inventory&quot; in the Chinese educational context (&quot;MARSI-CN&quot;). This inventory can be used by Chinese teachers to improve their students' reading skills. Methods: The present research was comprised of two pilot studies and one main study. In the first pilot study, a translated version of the original questionnaire was administered to a sample of 216 students in six different middle schools, and then in the second pilot study, a revised version of the initial translation was tried out on 494 students. Finally, in the main study, the revised &quot;MARSI-CN&quot; was tested with 2119 students. In the second pilot study phase, exploratory factor analysis was applied, and in the main study, confirmatory factor analysis was carried out. Findings and Results: A three-factor structure of the &quot;MARSI-CN&quot; resulted from the exploratory factor analysis on the second pilot study data. The consecutive confirmatory factor analysis--building on data from the main study--confirmed the three-factor structure and reflected good fit indices (?[superscript 2]/df = 1.613, RMSEA = 0.035, TLI = 0.959, GFI = 0.960, CFI = 0.966). Internal consistency in the questionnaire, as measured with Cronbach's Alpha, was 0.863. Test-retest reliability was also high (r= 0.91, p&lt; 0.01). Conclusions and Recommendations: The results from the study help to conclude that the translated and adapted instrument &quot;MARSI-CN&quot; reflects good reliability and validity, and that it can be used in research on students' metacognitive awareness of reading strategies in Chinese middle schools.
More... or Less? Towards a Critical Pedagogy of Adult Numeracy
Author: Ackland, Aileen
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Adult Literacy,Numeracy,Critical Theory,Mathematics Instruction,Social Theories,Tutors,Relevance (Education),Teacher Education,Educational Practices,Mathematics Education

The development of socio-cultural understandings of mathematics combined with policy interest in adult numeracy as a result of international studies, which compare skill levels in different countries, have impacted adult education practice in recent years. In Scotland, a &quot;social practice approach&quot; is espoused and adult numeracy tutors are encouraged to add more to the learning experience--more context, more activity. But is this a sufficient pedagogic response to the insights from social practices theory and a socio-cultural perspective of mathematics? This paper draws on evidence from studies of practitioners' understandings of social practices theory to argue that these responses are limited and potentially limiting of adult learners and represent a neo-deficit approach. Instead a critical pedagogy is required, which may require that the tutor bring less, not more, to the learning experience. Critical pedagogies would involve exploring with learners the powerful uses of mathematics in society. Adult numeracy learners could learn not only to understand the mathematics in use but to use mathematics for their own projects. The paper concludes with some thoughts on the kind of teacher education required to support tutors to become more critical in their pedagogy.
&quot;I Remember the Whole Board Being Full of Different Calculations and Trying to Make Some Sense of It.&quot; The Influence of Significant Moments in Adult Numeracy Teachers' Own Learning Experiences on Their Teaching Practice
Author: Brooks, Carolyn
Date: 2014-11-00
Type: Journal Articles
Subjects: Mathematics Teachers,Postsecondary Education,Continuing Education,Numeracy,Case Studies,Teaching Experience,Learning Experience,Teacher Attendance,Educational Practices,Teacher Background,Adult Education,Adult Students,Semi Structured Interviews,Community Colleges,Teaching Methods,Mathematics Instruction,Foreign Countries

In researching how adult numeracy teachers actively motivate and enable learners to apply the numeracy skills they learn to their own real life practices, a case study of two adult numeracy teachers and their learner groups was undertaken. This paper compares the teachers' contrasting personal experiences of mathematics learning to consider how significant moments in their own learning experiences may have influenced their beliefs about, and approaches to, their adult numeracy teaching practice. Similarities and differences between teachers' approaches are explored and compared, to conclude that teachers' learning experiences greatly influenced their beliefs and teaching practices.
Beyond Questionnaires--Exploring Adult Education Teachers' Mathematical Beliefs with Pictures and Interviews
Author: Beeli-Zimmermann, Sonja
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Educators,Teacher Attitudes,Mathematics Instruction,Problem Solving,Content Analysis,Visual Stimuli,Computer Graphics,Relevance (Education),Numeracy,Mathematics Activities,Pedagogical Content Knowledge,Teaching Experience,Interviews

Because of the impact that mathematical beliefs have on an individual's behaviour, they are generally well researched. However, little mathematical belief research has taken place in the field of adult education. This paper presents preliminary results from a study conducted in this field in Switzerland. It is based on Ernest's (1989) description of mathematics as an instrumental, Platonist or problem solving construct. The analysis uses pictures drawn by the participants and interviews conducted with them as data. Using a categorising scheme developed by Rolka and Halverscheid (2011), the author argues that adults' mathematical beliefs are complex and especially personal aspects are difficult to capture with said scheme. Particularly the analysis of visual data requires a more refined method of analysis.
Critical Issues in Adult Numeracy Practice--Contradictions and Strategies
Author: Kaye, David
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Adult Education,Numeracy,Mathematics Teachers,Teacher Education,Professional Development,Postsecondary Education,Educational Strategies,Teaching Methods,Multiple Intelligences,Cognitive Processes,Open Universities,Action Research,Context Effect,Adult Vocational Education

This paper discusses the critical situations I have been asked to &quot;improve&quot; by providing professional development for teams of adult numeracy and functional mathematics teachers in the post-16 sector in London. These situations have not been identified through any research process, but arise from internal management reviews of course outcomes and staff development provision. The assessment by the institution's management of these situations is often very different from that of the teaching staff. And my view as a teacher trainer is probably different again. The main focus of my intervention is to suggest changes to planning and teaching strategies. However, organisational structures have also to be considered. The author argues that three significant theories, &quot;multiple intelligences,&quot; &quot;a profound understanding of fundamental mathematics&quot; and &quot;how the mind creates mathematics&quot; provided guidance for the reflection of practice. The approach taken is supported by the Open University's guide to action research.
Numbers Talk--Words Count: Language Policy and Adult Numeracy Education in Wales and New Zealand
Author: Coben, Diana
Date: 2014-11-00
Type: Journal Articles
Subjects: Numbers,Numeracy,Adult Education,Comparative Education,Language Planning,Educational Policy,Sociolinguistics,Malayo Polynesian Languages,Welsh,Mathematics Education,Language Role,Native Speakers,Educational Practices,Educational Strategies,Literacy,Mathematics Achievement,Civil Rights,Language of Instruction,Second Language Learning,Foreign Countries

In this paper we review and compare language policy in relation to adult numeracy education in Wales and New Zealand with respect to the Maori and Welsh languages in the latest stage of our international comparative study of adult numeracy education. While much has been written about the relationship between language and literacy, the relationship between language and numeracy--especially adult numeracy--has been less explored, especially from a policy perspective, despite evidence of the importance of language for learning. We seek to shed light on the policy context in which adult numeracy education is set in Wales and New Zealand with respect to these languages, viewed from a critical linguistic human rights perspective.
Accreditation not Aggravation
Author: Moss, Cath
Date: 2014-11-00
Type: Journal Articles
Subjects: Action Research,Investigations,Communication Skills,Mathematics Skills,Case Studies,Numeracy,Program Descriptions,Improvement Programs,Mathematics Activities,Technology Uses in Education,Accreditation (Institutions),Adult Learning,Handheld Devices,Mathematics Achievement,Adult Education,Self Efficacy,Skill Development,Foreign Countries

This paper describes an action research project that investigated a range of activities to improve learners' mathematical communication skills. It also gives details of a subsequent case study that illustrates how technology can provide a means of overcoming some of the difficulties learners and tutors face in communicating about numeracy, while developing confidence and enhancing skills in a rapidly changing learning environment.
Implications of Social Practice Theory for the Development of a Numeracy Programme for the Gusilay People Group in Senegal
Author: Gerger, Elisabeth
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Adult Education,Social Theories,Numeracy,Womens Education,Indigenous Knowledge,Indigenous Populations,Social Change,Educational Needs,Context Effect,Ethnography,Number Systems,Participant Observation,Language of Instruction,Teaching Methods,Community Education,Skill Development

In this article, I present research on some traditional numeracy practices of the Gusilay people group in Senegal and make recommendations for developing a numeracy programme for women. Based on a strong foundation of traditional knowledge and practices, the programme will aim to meet felt needs of women who are faced with new numeracy related challenges due to changes in society. My research is placed in the framework of social practice theory, which emphasizes the fact that numeracy is not a set of skills that are learned and used in isolation, but rather practices that happen in context and vary with it. After a brief outline of social practice theory and the methodology I have chosen for my research, I analyze my findings from that perspective and suggest some practical implications for developing a numeracy programme for Gusilay women.
Provoking Mathematical Thinking: Experiences of Doing Realistic Mathematics Tasks with Adult Numeracy Teachers
Author: Gibney, Janette
Date: 2014-11-00
Type: Journal Articles
Subjects: Numeracy,Teaching Experience,Adult Educators,Task Analysis,Action Research,Educational Practices,Teacher Collaboration,Qualitative Research,Mathematical Logic,Learning Processes,Faculty Development,Mathematics Skills,Semi Structured Interviews,Transcripts (Written Records),Consciousness Raising,Group Discussion,Outcome Measures,Adult Education,Training Methods,Number Concepts,Numbers,Inquiry,Foreign Countries

This action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that &quot;realistic&quot; tasks can provoke a range of mathematical thinking and learning responses which allow us to identify ways in which &quot;procedural&quot; and &quot;conceptual&quot; thinking is being used, and to track learning journeys through different stages of problem-solving. Although more experienced numeracy teachers could move between and within their &quot;real worlds&quot; and &quot;maths worlds&quot; with intent and ease, others had less integrated experiences, often valuing perceived mathematical powers over their own intuitive powers, with mixed success.
Teacher and Student Behaviors in Inclusive Classrooms
Author: Yildiz, Nevin Guner
Date: 2015-02-00
Type: Journal Articles
Subjects: Inclusion,Teacher Behavior,Student Behavior,Mild Mental Retardation,Behavior Problems,Special Needs Students,Elementary School Teachers,Foreign Countries,Observation,Learner Engagement,Student Placement,Teacher Student Relationship,Academic Discourse,Academic Accommodations (Disabilities),Questionnaires,Teacher Characteristics,Student Characteristics,Elementary School Students

In this study, I examined general education teachers' classroom behaviors and as well as academic engagement, off--task and problem behaviors of students with special needs. The sample group of this study comprised 54 general education teachers working at local primary schools in Eskisehir, Turkey and their 54 students with mild intellectual disabilities. Teachers' and students' behaviors were observed and recorded on a data collection form designed according to the time-sampling method. Observations took place in each of the 54 classrooms, in four different lessons, for a total of 120 min in each classroom during the spring term of the 2011-2012 academic year. Results indicated that students with mild intellectual disabilities showed academic engagement in 58.58%, off-task behavior in 34.11%, and problem behaviors in 7.31% of the lessons. During those lessons, teachers' academic communication with students with mild intellectual disabilities 7.50% of the observation time, while approval of their behaviors was at 0.13% and disapproval of their behaviors was 0.27%. The behaviors of students with mild intellectual disabilities and the academic communication of teachers with them significantly changed according to the placement of these students in the classroom and the teachers' adjustments in the instructional program toward them.
Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction
Author: Demircioglu, Tuba
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Science Laboratories,Persuasive Discourse,Science Process Skills,Science Tests,Science Achievement,Physics,Inquiry,Science Instruction,Teaching Methods,Comparative Analysis,Conventional Instruction,Scores,Instructional Effectiveness,Statistical Analysis,Achievement Tests,Research Universities,Quasiexperimental Design,Experimental Groups,Control Groups,Questionnaires,Qualitative Research

The aim of this study is to investigate the effect of argument-driven inquiry (ADI) based laboratory instruction on the academic achievement, argumentativeness, science process skills, and argumentation levels of pre-service science teachers in the General Physics Laboratory III class. The study was conducted with 79 pre-service science teachers. The participants in the control group (n = 38) participated in traditional laboratory activities, and the participants in the experimental group (n = 41) participated in laboratory activities based on argumentdriven inquiry. Data was collected through the Optical Achievement Test (OAT), Argumentative Scale (AS), Science Process Skills Test (SPST) and the individual reports of the participants. Qualitative and quantitative techniques were used together to analyze the data. The results showed that argument-driven inquiry was more effective in improving the academic achievement and science process skills of pre-service science teachers compared to traditional laboratory instruction, but no significant difference was observed in the Argumentative Scale scores between the groups that had ADI instruction and those that had traditional laboratory instruction. Towards the end of the treatment, there was an improvement in the argumentative quality of the experimental group, but there was no change in the argumentation quality of the control group. ADI is an effective method for improving the academic achievement and science process skills of students, and it could be adapted for other laboratory classes. Argumentativeness might be improved with a longer argumentation session and more laboratory activities.