ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Computational Estimation Skills of and Strategies Employed by Pre-Service Primary School Teacher
Author: Gunes, Gonul
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Undergraduate Students,Elementary School Teachers,Computation,Mathematics Skills,Accuracy,Mathematics Tests,Teacher Education Programs,Foreign Countries

This study intends to review the operational estimation skills of pre-service primary school teachers, and to see if they are able to use the correct strategy when making estimates. For this purpose, the &quot;estimation skills test&quot; comprised of 41 questions allowing estimates using 14 distinct estimation strategies was used. 209 pre-service primary school teachers took part in the study. The responses provided by the pre-service teachers were scored on the basis of the accuracy of the estimation. Furthermore, the responses to the questions in the test were scored with reference to the applicability of the estimation method, on a binary scale of 0 and 1. The study revealed that the pre-service primary school teachers had mediocre operational estimation skills, and that majority of them failed to use the optimal strategy. In this context, one should recommend the offering of undergraduate courses to pre-service primary school teachers to improve their estimation skills.
The Impact of Prerequisites for Undergraduate Calculus I Performance
Author: Hurdle, Zachariah Benton
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Calculus,Prerequisites,Required Courses,Grades (Scholastic),Algebra,Trigonometry,Grade Point Average,Credits,Course Content

We conducted a quantitative analysis to determine how the prerequisite path of students taking calculus I impacts their grade performance. We began by investigating the performance of students that took college algebra and trigonometry versus those that took pre-calculus ahead of their credit-bearing calculus I attempt. We concluded that there was a significant difference between the two prerequisite routes. We then performed regression analysis to view the number of credit prerequisite credit hours, including multiple attempts, as a predictor of calculus I GPA and A-proportion. We found a strong negative correlation between these variables. We hope this study can be replicated at other institutions and in other fields to help university policymakers with decision-making regarding course listings.
Rethinking Mathematics Teachers&apos; Professional Knowledge for Teaching Probability from the Perspective of Probabilistic Reasoning: A Proposed Framework
Author: Elbehary, Samah Gamal Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: Probability,Mathematics Instruction,Mathematics Teachers,Pedagogical Content Knowledge,Professionalism,Teaching Methods,Thinking Skills,Concept Formation,Inferences,Knowledge Base for Teaching,Preservice Teachers,Teacher Education Programs,Foreign Countries

Probability signifies a mainstream strand in mathematics curricula. Nonetheless, many curricular documents prepared for teachers might not offer enough support. In such a situation, a further reflection on teachers' professional knowledge for teaching probability is demanded; especially, from the perspective of probabilistic reasoning (PoPR) that is consistent with the need to pave the way for theories about mathematics education and cognitive psychology to consolidate achievements from each other. Accordingly, this study aims at conceptualizing mathematics teachers' professional knowledge forteaching probability from the PoPR. The initial step towards this conceptualization started by inferring the fundamental entities of teachers' professionalism through utilizing the mathematical knowledge for teaching model. Following this, three significant propositions were acknowledged. As a result, a conceptual framework was proposed, and a practical example was described. Such a description symbolizes a transition from emphasizing content knowledge towards highlighting teachers' process knowledge, which may impact the development of probability education research.
Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review
Author: Bourke, Terri
Date: 2022-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Integrated Curriculum,Secondary School Teachers,Preservice Teachers,Barriers,Foreign Countries,Interdisciplinary Approach,Partnerships in Education,Role Models

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted -- Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches -- alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.
Mathematics Teachers&apos; Feedback Responses to Students&apos; Errors and Unexpected Strategies
Author: Pinzón, Andrés
Date: 2022-03-00
Type: Journal Articles
Subjects: Feedback (Response),Mathematics Teachers,Error Correction,Teacher Attitudes,Student Centered Learning,Educational Strategies,Secondary School Teachers,Mathematics Instruction,Foreign Countries

A part of students learning in the classroom depends on how the teacher responds to their thinking. The literature has separately addressed teachers' feedback responses to errors and unexpected strategies that students put into play when solving tasks. We propose a framework to analyze these responses together based on three criteria: the focus of the answers (teacher or student), the type of knowledge (conceptual or procedural) that the teacher puts into play in the teacher-centered answers, and the types of actions (asking and proposing) involved in student-centered responses. We codified and analyzed the feedback responses of a group of mathematics teachers to a questionnaire that inquired about their curricular practices. We found similarities in their reports of responses to students' errors and unexpected strategies: two-thirds of teachers have a teacher-centered response. For the student-centered answers, the number of responses of the teacher in which he/she proposes activities is three times the number of responses in which he/she asks students questions. Furthermore, responses to unexpected strategies differ from responses to errors because teachers evaluate, correct, and accept those strategies.
Emotional Freedom Techniques (Tapping) to Improve Wellbeing and Reduce Anxiety in Primary School Classrooms
Author: Lambert, Margaret T.
Date: 2022-03-00
Type: Journal Articles
Subjects: Stress Management,Anxiety,Student Welfare,Elementary School Students,Foreign Countries,Intervention,Student Attitudes,Elementary School Teachers,Teacher Attitudes

The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes derived from student and teacher data suggested that tapping is a mechanism for change, the skills are transferable, and unsurprisingly, tapping is not always effective. EFT supports social and emotional learning and aligns with the Australian school curriculum. Findings suggest EFT used in classrooms can benefit students and teachers.
Artificial Intelligence in Mathematics Education: A Systematic Literature Review
Author: Mohamed, Mohamed Zulhilmi bin
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Mathematics Instruction,Meta Analysis,Databases,Teaching Methods,Research Reports,Learning Processes,Robotics,Intelligent Tutoring Systems,Classification,Instructional Effectiveness,Elementary Secondary Education,Integrated Learning Systems,Foreign Countries

The advancement of technology like artificial intelligence (AI) provides a chance to help teachers and students solve and improve teaching and learning performances. The goal of this review is to add to the conversation by offering a complete overview of AI in mathematics teaching and learning for students at all levels of education. A systematic literature review (SLR) was conducted using established and robust guidelines. We follow the preferred reporting items for systematic reviews and meta-analyses (PRISMA). We searched ScienceDirect, Scopus, Springer Link, ProQuest, and EBSCO Host for 20 AI studies published between 2017 and 2021. The findings of the SLR indicate that AI approach used in mathematics education forthe samples studied were through robotics, systems, tools, teachable agent, autonomous agent, and a comprehensive approach. Then, it can be shown that the majority of the collected studies were carried out in the USA and Mexico. The analysis revealed that most of the reviewed studies used quantitative research methods. The types of themes for AI in mathematics education were categorized into advantages and disadvantages, conceptual understanding, factors, role, idea suggestion, strategies and effectiveness.
Canadian Higher Education and the Carnegie Foundation for the Advancement of Teaching Pension Plan
Author: Lang, Daniel W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Philanthropic Foundations,Retirement Benefits,Teacher Salaries,Governance,Educational History,Endowment Funds,Religious Colleges,Institutional Autonomy

When the Carnegie Foundation was established in 1905, universities in Canada and Newfoundland were eligible for grants, on strict conditions that were seen by some as &quot;colonial,&quot; &quot;continentalist,&quot; or &quot;imperial&quot; intrusions on autonomy; for example, a Carnegie plan to create a federation of Maritime universities. This is a study of how Canadian universities found ways to comply with the requirement, of the compromises they had to make, or chose not to make, in governance, and of an ultimate shift in balance from sectarian to secular, and independent to publicly supported.
Uneven Learning Landscapes Ahead: Instructor Perspectives on Undergraduate Student Mental Health
Author: Parizeau, Kate
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mental Health,Foreign Countries,College Faculty,Teacher Attitudes,Educational Environment,Bias,Barriers

This study investigates instructor perspectives on undergraduate student mental health in a mid-sized comprehensive university in southwestern Ontario. Through a survey (n = 190) and two focus group discussions (n = 8), instructors reported different perspectives toward student mental health (some inclusive, some tolerant, and some discriminatory); changing workloads and pressures associated with addressing student mental health; and a predominant framing of mental health conditions as biomedical concerns. Using the conceptual framework of learning landscapes (Noyes, 2004), I argue that students with mental health concerns experience uneven and sometimes inequitable learning environments across their post-secondary education due to the differing microclimates created by individual instructors. While institutional policies and advocacy efforts to support mental health on campus may help to shift the learning landscape, they are unlikely to change the biases exhibited by some instructors that represent barriers to accessible post-secondary education.
Supporting Mathematics Pre-Service Teachers Reflection with 360degree Video and the Knowledge Quartet
Author: O'Keeffe, Lisa
Date: 2022-03-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Video Technology,Decision Making,Teaching Methods,Teacher Education Programs,Secondary School Teachers,Student Centered Learning,Student Attitudes,Guidelines,Reflection,Case Studies,Masters Programs,Pedagogical Content Knowledge,Microteaching,Grade Point Average,Foreign Countries

Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers' perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies -- to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs' 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that 360degree video provides additional opportunities for understanding the wider classroom impact of PST pedagogical decision making. The findings suggest that together these two tools offer an effective platform for PSTs to trial teaching approaches and reflect on their practice in a structured way.
Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?
Author: Roberts, Philip
Date: 2022-03-00
Type: Journal Articles
Subjects: Rural Schools,Preservice Teacher Education,Foreign Countries,Program Evaluation,Teacher Effectiveness,Elective Courses,Required Courses,Practicums

The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances of place, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social difference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.
University English Teachers&apos; Professional Development through Academic Visits: Using Identity as a Theoretical Lens
Author: Ding, Feng
Date: 2022-03-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Cultural Awareness,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Professional Identity,Language Teachers,Foreign Countries,Teacher Exchange Programs

Academic visitor programs aim to enhance university teachers' teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants' developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important implications for academic visit programs which need to be designed in line with the complex needs and identities of university teachers.
What Are the Expectations of Primary School Teachers from Instructional Leaders during the Distance Education Period?
Author: Kiliç, Muhammet Emre
Date: 2022-08-00
Type: Journal Articles
Subjects: Expectation,Elementary School Teachers,Instructional Leadership,Teacher Administrator Relationship,Distance Education,COVID-19,Pandemics,Foreign Countries,Teacher Attitudes

The aim of this research is to determine primary school teachers' expectations from instructional leaders during the distance education period. In this study, which was formed in the context of qualitative research method, the case study was used. The participants of this study consist of 11 teachers who worked in primary schools during the 2020-2021 academic term. This data collection tool consisting of 5 questions was prepared as a semi-structured interview form. As a result of the research, the themes of vision, mission, education programs, supervision, school culture and professional development were found, and subthemes formed depending on these themes were specified.
Gender Differences in the Relationships between Research Impact and Compensation and Promotion: A Case Study among PhD/PharmD Medical/Dental School Faculty
Author: McGee, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Compensation (Remuneration),Faculty Promotion,College Faculty,Foreign Countries,Medical Schools,Dental Schools,Productivity,Gender Bias

We examine whether the effects of research impact on faculty compensation and promotion to full professor differ for male and female associate and full professors in the Faculty of Medicine &amp; Dentistry at the University of Alberta. We exclude faculty with MDs and DDSs and proxy for research impact using the faculty member's h-index, where h represents the number of publications that have been cited at least h times. We find that while the compensation of male faculty members increases by 0.6% for every one-unit increase in the h-index, the compensation of female faculty is essentially uncorrelated with their h-indices. We likewise find that for female faculty to be promoted to full professor they have to have higher research impact proxies than their male peers. Our findings highlight the urgent need for more research on the gendered relationships between research impact and career rewards among faculty.
Training and Employment of Classic and Semi-Professions: Intensifying versus Accommodating Logics
Author: Jehn, Anthony
Date: 2022-00-00
Type: Journal Articles
Subjects: Occupations,Job Training,Legal Education (Professions),Lawyers,Social Work,Nursing Education,Nurses,Teaching (Occupation),Pharmacy,Medical Education,Dentistry,Nontraditional Students,Employment Level,Wages,Outcomes of Education,Foreign Countries,College Graduates,Predictor Variables,Individual Characteristics

Over a half century ago, researchers found that so-called classic professions attract socially advantaged recruits with better labour market outcomes; however, as semi professions become increasingly institutionalized, and classic professional programs expand, differences between these two groups may be less pronounced. Using Statistics Canada's 2018 National Graduate Survey, we compare inputs and outcomes of four classic professions (law, pharmacy, medicine, and dentistry) and three semi-professions (teaching, social work, and nursing). Bivariate statistics show semi-professions have more non-traditional graduates who invest less in training. Multiple linear regression models also show that after controlling for demographics, classic professions have stronger education-job matches and higher earnings three years after graduation. We interpret these findings as being consistent with our theory of intensifying logic, where classic professions have tight training-job connections, and accommodating logic which suggests semi-professions have looser labour market connections. We end by discussing directions for future research on the classic and semi-professions.
Creating Brave &amp; Productive Learning Environments for Young Adolescents: Parents&apos; Perspectives of Teacher-Parent and Teacher-Student Relationships
Author: Rogers, Leslie
Date: 2022-05-00
Type: Journal Articles
Subjects: Students with Disabilities,Parents,Parent Attitudes,Parent School Relationship,Teacher Student Relationship,Middle School Students,Measurement Techniques,Reliability,Systems Approach

Teachers are masters of content and of creating connections (e.g., students-content, students-students, teacher-students, teacher-parents). Both impact one's ability to create and sustain brave and productive learning environments. Teachers connect students to the content, and to each other. At the top of the list of important connections are teacher-student and teacher-parent relationships. In the current paper, we examine these relationships from the perspective of parents of middle school students with disabilities, an under-studied group. We describe theories of learning that support investigating these relationships from parents' perspectives and outline why this could be an impactful lens for teachers to consider. We share questions asked and surveys used to better understand teacher-parent and teacher-student relationships from middle school parents' perspectives and describe the results of eight studies that have focused on parents of students with disabilities. Parents confirmed that teacher-student and teacher-parent relationships are important to their students' learning. Results also suggest that there are limited reliable measures assessing parents' perspectives of teacher-student and/or teacher-parent relationships. Implications of these findings for future research and teaching practices are explored.