ethanporcaro/eric-fulltext-meta huggingface dataset:
Relative Difficulty of Early Grade Compare Type Word Problems: Learning from the Case of isiXhosa
Author: Mostert, Ingrid E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Word Problems (Mathematics),Difficulty Level,Problem Solving,African Languages,Grade 1,Grade 2,Grade 3,Elementary School Students,Rural Schools,Language Usage,Language Classification

Word problems form an important part of the early grade mathematics curriculum in South Africa. Studies have shown that the relative difficulty of word problems differ: learners are more likely to solve certain types of word problems than others, with compare type problems being the most difficult. In order to help early grade learners understand and solve compare problems, it is important to understand the relative difficulty of different types of compare type problems and the factors that contribute to their relative difficulty. While these factors have been studied in English, less research has attended to word problems in other languages, such as isiXhosa. In this study a typology of isiXhosa compare type (difference unknown) word problem was set up. The typology included two dimensions, namely the problem situation and the comparative question. The relative difficulties of specific word problems from this typology were compared by analysing the results from an early grade mathematics assessment administered to two cohorts of Grade 1-3 isiXhosa learners in five rural Eastern Cape schools. The analysis showed that in isiXhosa, as in English, some compare type problems are easier to solve than others. Problems with 'matching' situations are easier to solve than problems with 'no matching' situations. Problems with alternatively formulated comparative questions, specifically those using &quot;-shota&quot; or &quot;kangakanani,&quot; are easier to solve than those using a more classic formulation. This study highlights the importance of understanding the ways in which African languages express mathematical ideas in order to identify and leverage affordances for teaching and learning mathematics.
Investigating the Strength of Alignment between Senior Phase Mathematics Content Standards and Workbook Activities on Number Patterns
Author: Qhibi, Agnes D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Alignment (Education),Academic Standards,Secondary School Mathematics,Workbooks,Mathematics Activities,Number Concepts,Arithmetic,Geometric Concepts,Algebra,Mathematical Logic,Public Schools,Foreign Countries

Improving the strength of alignment between educational components is essential for quality assurance and to achieve learning goals. The purpose of the study was to investigate the strength of alignment between Senior Phase mathematics content standards and workbook activities on numeric and geometric patterns. The study contributes to strengthening the intended curriculum and the workbook activities, since workbooks are widely used in South African public schools. The study employed the concurrent triangulation research design. The theoretical framework comprised Webb's alignment model and the Surveys of Enacted Curriculum. The Senior Phase mathematics content standards and Department of Basic Education workbooks were selected for content analysis. The findings showed that the alignment between Senior Phase mathematics content standards and workbook activities on numeric and geometric patterns was significantly acceptable with misaligned content and representations that require urgent attention. We recommend reconfiguration of both the workbook activities on numeric and geometric patterns and Senior Phase mathematics content standards to align content, cognitive levels, representations and assessment. Further studies on teaching and learning that are aided by the workbook activities should be mandated.
University Students&apos; Mental Construction When Learning the Convergence of a Series Concept
Author: Chagwiza, Conilius J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Calculus,Mathematical Concepts,Concept Formation,Schemata (Cognition),Responses,College Mathematics,College Freshmen,Difficulty Level,Problem Solving,Foreign Countries

This article uses action-process-object-schema theory to study the mental constructions about the limit of series during a Calculus 1 course at a university. The researchers also used the theory's teaching methodology to teach the topic. A plethora of research on the limit concept is available and suggests that the concept is on record as being difficult for students to learn and comprehend. The study proposed a genetic decomposition on how undergraduate students might demonstrate their mental constructions in learning the limit of a series. Students were taken through the activities-classroom discussions-exercises cycle. Thirty students participated in answering questions based on the convergence of a series. The students' written responses together with the interviews were analysed and based on the findings a revision of the preliminary genetic decomposition was done. We found that there were students who did not display the predicted mental construction indicated by the preliminary decomposition in the application of the definition for the convergence of a series, but displayed the predicted mental construction for the application of the series convergence tests. We also found that certain schema were necessary for the achievement of a complete understanding of the convergence of a series concept. The mental constructions within the missing schema were included in the modified genetic decomposition. This empirically enriched model is now expected to inform pedagogy on the convergence of a series concept.
A Teacher Questioning Activity: The Use of Oral Open-Ended Questions in Mathematics Classroom
Author: Aziza, Mela
Date: 2021-02-00
Type: Journal Articles
Subjects: Questioning Techniques,Mathematics Instruction,Mathematics Teachers,Mathematics Skills,Thinking Skills,Skill Development,Discussion (Teaching Technique),Verbal Communication,Feedback (Response),Instructional Effectiveness,Secondary School Students,Preadolescents,Foreign Countries

This research aims to analyse a teacher's questioning activity using oral open-ended questions in the mathematics classroom in three phases: the teacher asks open-ended mathematics questions orally, students answer the questions, and the teacher responds to the answers. This research involved a mathematics teacher and twenty-three year 7 students (aged eleven-twelve years old) in a secondary school in the UK. The samples were chosen using purposive sampling technique. The data collection technique used was three 45-minute-long lesson observations using field notes and audio-recordings. The notes and the transcript of the recording were analysed to find the answers for three research questions. The results showed that the teacher posed any kind of questions orally. The teacher asked two or three oral open-ended questions. Students answered those questions with different answer. The answers were not only correct, but also incorrect and incomplete. After getting an answer, the teacher responded by asking follow-up questions both closed and open-ended.
Acquisition of the Curriculum Development Knowledge in Pre-Service Teacher Education = Hizmet öncesi ögretmen egitiminde program gelistirme bilgisinin kazandirilmasi
Author: Tan-Sisman, Gülçin
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Knowledge Level,Pedagogical Content Knowledge,Preservice Teachers,Preservice Teacher Education,Elementary Education,Specialization,College Seniors,Teacher Competencies,Self Efficacy,Course Content,Public Colleges,Foreign Countries

The present study aimed to investigate senior teacher candidates' theoretical knowledge about curriculum development, their perceived competence for subject-specific curriculum knowledge, and the curriculum-related courses taken during their pre-service teacher education. As a survey, the study was carried out with 473 senior teacher candidates majoring in the elementary science, elementary mathematics, English language, and classroom teaching programs of the education faculties at two public universities in Ankara during the 2017-2018 academic year. The data were gathered through the Curriculum Development Knowledge Test and the Subject-specific Curriculum Questionnaire and analyzed by making use of the descriptive and inferential statistical methods. The findings revealed that the curriculum development and subject-specific curriculum related courses in the pre-service teacher education programs were limited. According to the results, senior teacher candidates did not feel very competent in subject-specific curriculum knowledge and they had very limited and superficial knowledge about curriculum development. In the light of these results, it is recommended that curriculum development should be acknowledged as one of the core competencies of pre-service teacher education programs and should be associated with all related courses both horizontally and vertically, embedded deliberately in the teaching-learning process.
Co-Constructing Meaning: Tools to Help Adolescent Readers Make Sense of Informational Texts
Author: Pauloski, Gwen
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Secondary School Students,Reading Instruction,Reading Comprehension,Reading Difficulties,Reading Strategies,Schemata (Cognition),Reading Skills,Executive Function,Discussion (Teaching Technique),Classroom Communication,Reading Material Selection,Reader Text Relationship

In a recent classroom-based action research study, the author's adolescent students deepened their informational text comprehension skills over the course of several interactive, strategic shared text studies. As suggested by research and theory, her students appeared to observe and appropriate cognitive, executive, and discourse strategies as they worked together with their teacher and the text. Though teachers may find it challenging to lead explicit strategy instruction while facilitating the shared study of a mentor text, the benefits to adolescent readers can be substantial. The teacher plays a central role in leading strategic text studies (Garas-York &amp; Almasi, 2017), from choosing the right text and strategic focuses to facilitating whole-class, team, and independent text-centered experiences. The author makes suggestions for leading shared text studies that can be adapted to each teacher's context.
Adaptation of the Consultation Self-Efficacy Scale into Turkish and Investigation of the Consultation Self-Efficacy of School Counselors = Konsültasyon Öz-yeterlik Ölçeginin Türkçeye uyarlanmasi ve okul psikolojik danismanlarinin konsültasyon öz-yeterliklerinin incelenmesi
Author: Bozkur, Binaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Reliability,Test Validity,Turkish,Translation,Consultation Programs,Self Efficacy,Counseling Effectiveness,Counselor Training,Counselor Attitudes,School Counselors,Knowledge Level,Social Support Groups,Barriers,Public Schools,Elementary Secondary Education,Foreign Countries

The aim of this study was to examine the psychometric properties of the Turkish version of the Consultation Self Efficacy Scale; another aim was to examine school counselors' knowledge levels of consultation self-efficacy, difficulties they face in conducting consultation services, their needs and support resources, their suggestions for increasing the impact of the consultation service they offer and their perception of self-efficacy to provide consultation service. Convergent parallel pattern, one of the mixed research designs, was used. The study groups included 787 school counselors. In addition, school counselors were determined to have serious limitations in their knowledge about consultation and they found their consultation training mostly inadequate because they think that the consultation training they had received was weak. As a result of the research, experienced psychological counselors who graduated from department of psychological counseling and guidance and took courses on consultation were observed to have higher perception of consultation self-efficacy. School administration was considered as the most frequent source of support while parents as the least one. The most stated suggestion for enhancing the impact of the consultation was to increase the consultation education. As a result, it was revealed that there is a need for studies on consultation education for both counselors and students of psychological counseling and guidance.
The Absence of Asterisks: The Inclusive Church and Children with Disabilities
Author: Carter, Erik W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Churches,Church Role,Inclusion,Children,Disabilities,Family Involvement,Social Influences,Barriers,Accessibility (for Disabled),Attitudes toward Disabilities,Caring,Friendship

Congregations are called to be communities of belonging. Yet, many churches struggle to meaningfully include children with disabilities and their families in all aspects of parish life. This article addresses 10 dimensions of belonging and their relevance to the inclusion of individuals with disabilities in their faith communities. To belong involves being present, invited, welcomed, known, accepted, cared for, supported, befriended, needed, and loved (Carter, Biggs, &amp; Boehm, 2016). I address the importance of each of these areas, highlight relevant research, and suggest areas for reflection and response.
Parish Inclusion: A Response from the Field
Author: Masters, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Children,Attitudes toward Disabilities,Social Attitudes,Churches,Church Role,Family Involvement,Catholics

In this article, Anne Masters responds to Erik W. Carter's &quot;The Absence of Asterisks: The Inclusive Church and Children with Disabilities.&quot; Masters agrees that Carter provides a much needed framework for catechetical programs and parishes. Carter's ten dimensions of belonging remind the reader of the shared human need to belong, which is emphatically supported in Catholic Social Teaching commitment to support human flourishing in the world and the Pastoral Statement of the US Catholic Bishops on Persons with Disabilities (Council Fathers of Vatican II, 1966/1989; United States Conference of Catholic Bishops, 1978). Masters agrees that Carter includes many great suggestions, and points out that the greatest gift is his clarification of the dimensions of belonging, which serve as guideposts to facilitate meaningful participation and a true sense of belonging. Within this is also the challenge to recognize the capacity for growth, development and contributions of individuals with disabilities. Learners with disabilities will particularly benefit from enhanced expectations and valid opportunities to contribute, because low expectations not only undermine flourishing, they deeply wound spirit and diminish belief in one's self. Masters concludes that Carter has given a framework describing meaningful inclusion in, and a sense of belonging in parish life. [For &quot;The Absence of Asterisks: The Inclusive Church and Children with Disabilities,&quot; see EJ1286909.]
READ: Accepting and Interacting with the Diverse Needs of Texas Literacy Learners
Author: Childs, Kamshia
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,Student Needs,Student Characteristics,Culturally Relevant Education,Student Diversity,Equal Education,English Language Learners,Teacher Role

R.E.A.D @TALE (Really Accept and Engage with Diversity) is a Special Interest Committee of the Texas Association for Literacy Education whose mission is to engage in understanding and supporting the needs of all students and teachers in Texas no matter their backgrounds. Beyond understanding the characteristics that make us unique, this committee was created to accept and affirm diversity and showcase it as a quality that makes us stronger. At TALE's Annual Conference in Odessa, Texas a roundtable discussion served as a catalyst to determine the needs of teachers and students, as well as discuss issues that impact our students as it relates to inequalities and misrepresentation.
Structured Literacy Supports All Learners: Students At-Risk of Literacy Acquisition - Dyslexia and English Learners
Author: Ray, Jennifer S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Dyslexia,At Risk Students,Literacy Education,Student Needs,English Language Learners,Brain Hemisphere Functions,Reading Skills,Writing Skills,Emergent Literacy,Teaching Methods,Early Childhood Education

Learning to read is a complex endeavor that requires developing brain connections. The brain connections for reading written words begins forming during the development of oral language. The maturing of oral language and reading instruction continue the growth of the necessary brain connections to read and write. Structured Literacy instruction helps to develop and strengthen brain connections for reading and processing written language. Structured Literacy encourages educators to teach the essential literacy foundational skills during the preschool and primary school years, so students have a better chance of achieving and maintaining proficiency in literacy.
Checklist on Question Design for Mathematical Literacy = Matematik okuryazarligina yönelik soru tasariminda kontrol listesi
Author: Özgen, Kemal
Date: 2021-00-00
Type: Journal Articles
Subjects: Numeracy,Preservice Teachers,Student Attitudes,Mathematics Teachers,Questioning Techniques,Check Lists,Test Validity,Test Reliability,Foreign Countries

The aim of the first stage of the research was to examine the opinions of prospective mathematics teachers about what features a question prepared to develop and measure ML should have to be effective and qualified. Moreover, it was aimed to determine the degree to which prospective teachers apply these qualifications in questions they design to develop and measure ML. The aim of the second stage of the research was to develop a valid and reliable checklist that can be used in the design of the question to develop and measure ML and to show this tool with an application. The research was conducted as a case study model. The study group consisted of 20 prospective mathematics teachers and five mathematics teachers who took ML courses. Interview forms were applied in order to collect data from the teachers and teacher candidates who took the ML course. Content analysis was used in the analysis of the prospective mathematics teachers' opinions about the qualifications of ML question. In the analysis of the data obtained, content, context, process, level and structure categories were formed for effective and qualified ML question. The checklist was decided to be in five categories and a total of 28 items and three options depending on them. It can be said that the checklist for the ML question design, which was developed and piloted in this study, is a valid and reliable measurement tool. Mathematics teachers and related researchers can use the developed checklist as a guide and guiding tool in designing ML questions.
For a Pedagogy of Ambivalence
Author: Mamlok, Dan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,Political Attitudes,Principals,Administrator Attitudes,Sense of Community,Educational Environment,Minority Group Students,Anxiety,Violence,Social Attitudes,Socialization,Critical Thinking,World Views,Social Control,Antisocial Behavior,Cultural Influences

Reflecting on the current political atmosphere, the increasing incidents of hate speech and hate crimes, and the rampant mass shootings in the United States inevitably requires educators to consider ways to confront the divisive political zeitgeist and to help students recognize the intricate layers of political life. It is not surprising that a recent study in the U.S. found that nearly 9 percent of school principals (who participated in the study) reported that the contentious political environment negatively affected the sense of community in the school, and more than 80 percent reported that there is a great inflation of racial remarks in their schools. In general, the study found an increase of uncivil behaviors among students and a growing sense of fear and anxiety among students from minority communities. In this article, Dan Mamlok considers ambivalence, or &quot;the state of having mixed feelings or contradictory ideas about something or someone,&quot; as a means for mitigating contentiousness and advancing a more critical understanding of political and social matters. Namely, in addition to being in the state of uncertainty, ambivalence encompasses a dilemma that is grounded in an opposite disposition toward something. Drawing from Bauman's accounts of ambivalence or, more exactly, the rejection of ambivalence by modernity, Mamlok considers the construction of the other. He first reviews some key ideas of Bauman's thoughts on modernity, ambivalence, and the other. He then focuses on two prime aspects of Bauman's theory: (1) The authority of knowledge in a liquid world; and (2) socializing and indoctrinating members of society. Mamlok contends that both aspects render pedagogical implications. He argues that realizing how the mechanism of knowledge has been shifted is crucial for galvanizing a pedagogy that will move beyond instrumental reasoning and allow students to develop a more critical worldview of social and cultural issues.
Close Relationship Belief and Self-Change as Predictors of Romantic Relationship Quality in University Students = Üniversite ögrencilerinde romantik iliski niteliginin yordayicilari olarak yakin iliski inanci ve benlik degisimi
Author: Tuzgöl Dost, Meliha
Date: 2021-00-00
Type: Journal Articles
Subjects: Dating (Social),Intimacy,Student Attitudes,College Students,Young Adults,Individual Development,Social Support Groups,Predictor Variables,Psychological Needs,Public Colleges,Foreign Countries,Self Concept

The aim of this study was to determine the predictive power of university students' relationship beliefs and self-change on the relationship quality of their romantic relationships. The sample was composed of 361 university students, 212 women (58%) and 149 men (41%), enrolled at different state universities in three metropolises and currently involved in a romantic relationship. The Relationship Beliefs Questionnaire, The Turkish Version of the Relational Self-Change Scale, Relationship Quality Scale, and Personal Information Form were used in the study. Data were analyzed by multiple linear regression analysis. SPSS 23.0 packet programs were utilized in data analysis. According to the findings, of the factors of close relationship beliefs, &quot;We must be completely open and honest with each other,&quot; &quot;We must do everything together,&quot; &quot;We must meet all needs of each other,&quot; and &quot;Romantic idealism&quot; significantly predicted the social support subscale of relationship quality; &quot;We must meet all needs of each other&quot; significantly predicted the conflict subscale, and &quot;We must do everything together,&quot; &quot;We must be able to change each other,&quot; and &quot;Romantic idealism&quot; significantly predicted the depth subscale. Of the factors of self-change, self-expansion and self-contraction significantly predicted the social support subscale of romantic relationship quality while self-expansion, self-contraction and self-adulteration significantly predicted the conflict and the depth subscales.