ethanporcaro/eric-fulltext-meta huggingface dataset:
Harnessing Entropy via Predictive Analytics to Optimize Outcomes in the Pedagogical System: An Artificial Intelligence-Based Bayesian Networks Approach
Author: How, Meng-Leong
Date: 2019-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Bayesian Statistics,Models,Data Use,Scientific Concepts,Educational Research,Predictive Measurement

Educational stakeholders would be better informed if they could use their students' formative assessments results and personal background attributes to predict the conditions for achieving favorable learning outcomes, and conversely, to gain awareness of the &quot;at-risk&quot; signals to prevent unfavorable or worst-case scenarios from happening. It remains, however, quite challenging to simulate predictive counterfactual scenarios and their outcomes, especially if the sample size is small, or if a baseline control group is unavailable. To overcome these constraints, the current paper proffers a Bayesian Networks approach to visualize the dynamics of the spread of &quot;energy&quot; within a pedagogical system, so that educational stakeholders, rather than computer scientists, can also harness entropy to work for them. The paper uses descriptive analytics to investigate &quot;what has already happened?&quot; in the collected data, followed by predictive analytics with controllable parameters to simulate outcomes of &quot;what-if?&quot; scenarios in the experimental Bayesian Network computational model to visualize how effects spread when interventions are applied. The conceptual framework and analytical procedures in this paper could be implemented using Bayesian Networks software, so that educational researchers and stakeholders would be able to use their own schools' data and produce findings to inform and advance their practice.
Swedish Upper Secondary Students&apos; Understanding of Linear Equations: An Enigma?
Author: Andrews, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Equations (Mathematics),Algebra,Secondary School Mathematics,Mathematics Skills,Comprehension,Problem Solving

Prompted by the evidence of international tests of achievement that Swedish students have poor equation solving skills, this paper presents an interview study of upper secondary students' understanding of the topic. Students, from both vocational and academic tracks in two typical suburban upper secondary schools were invited to explain how a solution to the algebraic equation x + 5 = 4x -- 1, presented with no explanation, had been conceptualised by the hidden solver. Analyses showed that students were not only familiar with linear equations but consistently invoked a 'do the same to both sides' procedure, indicating a secure understanding of the principles underpinning the solution of algebraic equations. Such understandings, which seem to defy international tests' outcomes are conceptually beyond a reliance on the inverse operations necessary for arithmetical equations. Explanations for this apparent inconsistency, which go beyond mere maturation, are proposed.
MAthE the Game: A Serious Game for Education and Training in News Verification
Author: Katsaounidou, Anastasia
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Media Literacy,News Reporting,Audits (Verification),Deception,Evaluation Methods,Identification,Instructional Design,Computer Games,Usability,Evaluative Thinking,Thinking Skills

During the last years, there has been a growing multidisciplinary interest in alternative educational approaches, such as serious games, aiming at enhancing thinking skills and media literacy. Likewise, the objective of this study is to present the design and the development of an educational web application for learning the necessary steps towards the detection of bogus content, according to the fact-checking procedures. The game presents news articles, which have to be characterized as fake or real by the players. During the effort to reach the correct decision, the players can use tools and practices for identifying relevant information regarding the clues, which frame a news story (title, date, creator, source, containing images). After presenting the progress of interface design and development, this paper reports the results of a randomized online field study (n = 111), which provides some preliminary evidence. Specifically, it is validated that the game can raise awareness, teach about authentication tools, and highlight the importance of patterns that include evidence regarding the authenticity of articles. Additionally, thorough discussion was conducted within a media class (n = 35) to receive useful feedback/evaluation about the offered utilities and their usability. The findings suggest that educational games may be a promising vehicle to inoculate the public against misinformation.
Assessing High School Students&apos; STEM Career Interests Using a Social Cognitive Framework
Author: Mau, Wei-Cheng
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Interests,STEM Education,Career Choice,Social Cognition,Psychometrics,Test Validity,Test Reliability,Social Theories,Foreign Countries,Surveys,Science Careers

This study investigated the psychometric properties of the Chinese version of the STEM Career Interest Survey (STEM-CCIS) with data from 590 high-school students in Taiwan. Measurement models based on Social-Cognitive Career Theory (SCCT) and STEM discipline-specific dimensions (Science, Technology, Engineering, Mathematics) were examined using confirmatory factor analyses. Findings from confirmatory factor analyses indicated that STEM-CCIS possesses adequate reliability and factorial validity, replicating the sound psychometric properties of the original English version of the STEM-CIS. Implications for the use of the STEM-CCIS are discussed.
A Comparative Examination of Science Achievements in Life Studies Course Curricula of 2009, 2015 and 2018 According to the Revised Bloom&apos;s Taxonomy: The Case of Turkey
Author: Bozdemir, Hafife
Date: 2019-00-00
Type: Journal Articles
Subjects: Taxonomy,Science Achievement,Biological Sciences,Science Instruction,Teaching Methods,Lesson Plans,Metacognition,Foreign Countries,Science Curriculum,Classification,Concept Formation,Cognitive Processes,Comparative Analysis,Natural Disasters,Educational Objectives

The purpose of this study is to determine the distribution of Science achievements in Life Studies Course Curricula of 2009, 2015 and 2018 regarding the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy and to comparatively examine the resulting distributions. This study adopted document analysis. While conducting the analysis, we classified the achievements as factual knowledge, conceptual knowledge, operational knowledge and metacognitive knowledge in the accumulation of knowledge dimension and as remembering, understanding, applying, solving, evaluating and creating in the cognitive process dimension. Based on our findings, we concluded that achievements of 2009, 2015 and 2018 curricula focused on remembering, understanding and applying levels in the cognitive dimension and factual and conceptual knowledge dimensions in the knowledge dimension. We present some recommendations for teachers and teacher candidates, which they can use while preparing their lesson plans.
Students&apos; Perceptions Regarding Assessment Changes in a Fluid Mechanics Course
Author: Sena-Esteves, Teresa
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Engineering Education,Mechanics (Physics),Student Evaluation,Evaluation Methods,Teaching Methods,Grades (Scholastic),Attendance,Preferences,Tests,Instructional Effectiveness,College Students,Foreign Countries,Hands on Science

The main objective of this study is to evaluate students' perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course. The impact of the changes in the assessment methodology in the final students' grades and attendance at theoretical classes is also analysed, and the results show that students' attendance at theoretical classes changed significantly. The students prefer and consider more beneficial for their learning assessment through several questions/problems and small tests during theoretical lessons instead of a single moment of evaluation. For them, the traditional teaching/learning methodology is still considered the most effective one. At the same time, students perceive that the development of the Practical Work (PW) and several moments of assessment had positive repercussions on the way they focus on the course content and keep up with the subjects taught, providing knowledge on the area under study, encouraging collaborative work and stimulating the students' intellectual curiosity. Largely, students agree that the PW is an important tool in their learning process and recommend it as a teaching activity. In general, students are confident with the knowledge acquired with the PW and feel able to size fluid transport systems.
Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners
Author: Holt, Rachael Frush
Date: 2019-00-00
Type: Journal Articles
Subjects: Assistive Technology,Hearing Impairments,Deafness,Speech Communication,Children,Risk,Literacy Education,Auditory Perception,Phonology,Phonological Awareness,Phonemes,Surgery

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.
Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching
Author: Haddad, Zaid
Date: 2019-00-00
Type: Journal Articles
Subjects: Work Environment,Identification (Psychology),Homosexuality,Professional Identity,Social Bias,Teacher Education Programs,Social Justice,African Americans,LGBTQ People

The way a teacher perceives relational justice--the feeling of being treated equitably and being included--in their work context is central to understanding the negotiation and enactment of teacher identity. For LGBTQ teachers, the degree to which they are out of the closet with their students and colleagues leads to many possible outcomes. These outcomes, ranging from feeling like they need to live duplicitous lives to being activist teachers that subvert the heteronormative assumptions in schools and curricula, are studied here by examining the identity development of a group of gay teachers and their perceptions of the schools in which they work. This article is based on a dissertation study that theorized that the heteronormative nature of teacher education is a limiting factor for gay teachers' abilities to work and thrive in school contexts. The study included in depth case studies of four gay teachers and their journeys as gay men and teachers. The goal of the study was to answer the question: Does the enactment of gay teacher identity interrupt heteronormativity in schools? The study also sought to answer two ancillary questions: (1) How do gay teachers negotiate gay teacher identity in schools? and, (2) How do school contexts impact gay teachers' perceptions of identity-based motivation and relational justice? This article will focus on Peter Ryan's (pseudonym) case study, specifically because of its emblematic nature in summarizing the intent and implications of the overall study
The Effects of Conceptual Change Texts Enriched with Metaconceptual Activities on the Symmetry of Classroom Teacher Candidates
Author: Karaduman, Gülsah Batdal
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Control Groups,Experimental Groups,Concept Formation,Instructional Effectiveness,Pretests Posttests,Misconceptions,Mathematical Concepts,Geometry,Metacognition,Preservice Teachers,Concept Mapping,Mathematics Education

This study aims to analyze the effects of conceptual change texts enriched with metaconceptual activities on the semantics of classroom teacher candidates. The sample of the study is made up of 60 3rd grade undergraduate students who study at Istanbul University Hasan Ali Yücel Faculty of Education. Pre-test post-test experimental modelling has been used in the study. As data collection tool, Symmetry Subjects Comprehension Test (SSCT) has been used. The Cronbach Alpha value of SSCT is found to be 0.70. SSCT has been used as a pre-test before the students read the texts and it has been used as a post-test after they have read them. SPSS program has been used for data analysis. As a result, it has been found that there is a meaningful difference between the texts that are enriched with metaconceptual activities and plain texts in terms of students' learning symmetry subject. The findings show that teacher candidates who have read the texts that are enriched with metaconceptual activities can learn symmetry subject better than those who have read the plain text.
Latinx Family Engagement in Schools and Surrounding Communities: Assessing the Impact of Parent (and Other Family Member) Development on Improving Student Educational Outcomes at Gene Ward Elementary School
Author: Flores, Rosemary Q.
Date: 2019-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Family Involvement,Family School Relationship,Parent Role,Elementary Schools,Disadvantaged Youth,Disadvantaged Schools,Volunteers,Parent Education,School Safety,Advocacy,Adult Education,Entrepreneurship

This article examined the success of broadly defined family engagement activities of Latinx parents of students at Gene Ward Elementary School. Gene Ward Elementary School is a part of the Clark County School District in Las Vegas, Nevada. This article is based on a larger study of parent and family member participants in these activities at 25 district schools between 2003 and 2012.
Insights Chinese Primary Mathematics Teachers Gained into Their Students&apos; Learning from Using Classroom Assessment Techniques
Author: Zhao, Xiaoyan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Teachers,Mathematics Education,Student Evaluation,Evaluation Methods,Mathematics Skills,Multiplication,Outcomes of Education

In this study, we explored the insights that Chinese primary mathematics teachers gained into their students' mathematical understanding from using classroom assessment techniques (CATs). CATs are short teacher-initiated targeted assessment activities proximate to the textbook, which teachers can use in their daily practice to make informed instructional decisions. Twenty-five third-grade teachers participated in a two-week program of implementing eight CATs focusing on the multiplication of two-digit numbers, and filled in feedback forms after using the CATs. When their responses described specific information about their students, emphasized the novelty of the gained information, or referred to a fitting instructional adaptation, and these reactions went together with references to the mathematics content of the CATs, the teachers' responses were considered as evidence of gained insights into their students' mathematics understanding. This was the case for three-quarters of the teachers, but the number of gained insights differed. Five teachers gained insights from five or more CATs, while 14 teachers did so only from three or fewer CATs, and six teachers showed no clear evidence of new insights at all. Despite the differences in levels of gained insights, all the teachers paid more attention to descriptions of students' performance than to possible instructional adaptations.
Developing Preservice Primary School Teachers&apos; Mental Computation Competency by Games
Author: Baranyai, Tünde
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Thinking Skills,Skill Development,Mental Computation,Games,Instructional Effectiveness,Outcomes of Education

Mental calculation is an important competence in everyday life, and it is essential especially for a future primary school teacher. In this research the efficacy of different games, as didactic games, board-games, and mobile games for developing mental calculation skills were studied. The results shows that didactic games and board-games were efficient in developing mental calculation skills when the operations are presented visually, and the didactic games and mobile games, when the operations are presented orally. In case of visually presented operations there is no statistically significant difference between the effects of the three type of games. In case of orally presented operation the didactic games had a significantly higher effect on developing mental calculation skills as the other two type of games.
Scientific Experiment Focused at Pigment Degradation by Polyvinyl Chloride Combustion in Science Education
Author: Jenisová, Zita
Date: 2019-00-00
Type: Journal Articles
Subjects: Environmental Education,Science Instruction,Science Experiments,Plants (Botany),Spectroscopy,Chemistry,Graduate Study,Teacher Education Programs,Scientific Literacy,Computer Assisted Instruction,Educational Technology

The Environmental education navigates students towards environmentally friendly life style and securing a quality of life. The implementation of cross-section topics, including the Environmental education, into science classes, is possible through a variety of techniques. One of the least used methods is a real school experiment. The following paper presents the experiment, by which we simulate the combustion of PVC and observe the impact of combustion products on plants via UV-Vis spectrophotometry optical method. This method is suitable for qualification and analysis of vegetable pigments, i.e. chlorophylls, carotenoids, and anthocyanins. The experiment is integrated into the Techniques and Didactics of School Chemistry Experiments as a part of master degree course, which prepares students for the Chemistry teaching profession. The introduced experiment enables pedagogues to integrate the environmental education into teaching process and develop mathematical and science literacy of students in the Chemistry education.
Difficulties of Early Childhood Education Teachers&apos; in Mathematics Activities
Author: Güven, Yildiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Difficulty Level,Foreign Countries,Mathematics Instruction,Mathematics Activities,Mathematical Concepts,Barriers,Mathematics Achievement,Mathematics Skills,Preschool Teachers,Preschool Education

In this study, it was aimed to identify the difficulties experienced by early childhood education teachers in planning, implementation and evaluation processes of in-class and out-of-class mathematics activities and parent involvement in such activities. The answers of the teachers to the questions on the interview form were recorded via a voice recorder and transcribed into written form by the researcher. In the direction of the findings, those who think that they have some difficulty in planning the in-class mathematics activities showed the causes as the idea of difficulty of mathematics, the lack of professional experience, failure to know the child well, the difficulties in adaptation, the lack of budget and resources. The difficulties in implementing inclass math activities were indicated as children's mobility, distraction, having different levels of readiness and learning at different speed, having a multitude of children with special needs in the class and the lack of assistant staff. The reasons like children's inability to write numbers, difficulties in counting on fingers, identifying numbers, subtracting, etc. were also reported as difficulties. Teachers mentioned the difficulties in planning out-of-class math activities, such as quick distraction of children's attention, transportation problems, noisy places, physical conditions, the absence of independent garden. The difficulties experienced in the implication process of out-of-class math activities were distraction, safety of children, absence of auxiliary personnel, and inadequacies in physical conditions.
Plane and Space Figurate Numbers: Visualization with the GeoGebra&apos;s Help
Author: Alves, Francisco Regis Vieira
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Visualization,Educational Technology,Computer Software,Arithmetic,Algebra,Geometry,Mathematical Concepts,Teaching Methods,Foreign Countries

The study and interest of figurate numbers can be observed even in ancient Greece. On the other hand, it becomes very important the historical understanding about an evolutionary process and the particular generalization of such 2D, 3D and m-D figurate numbers and they remain the interest of current scientific investigations. On the other hand, in Brazil, when we talk about Mathematics Education, the component of visualization acquires more and more relevance for the teaching. In this way, in the present work, we present a proposal of discussion of the figure numbers, with idea that the understanding of arithmetic, algebraic and geometric properties can be facilitated with the use of GeoGebra software and it´s use by the mathematical teacher.
The Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Uganda
Author: Mpaata, Kaziba Abdul
Date: 2019-07-00
Type: Journal Articles
Subjects: Leadership Role,Educational Quality,Secondary School Teachers,Teacher Leadership,School Administration,Community Involvement,Career Development,Innovation,Foreign Countries,Knowledge Level,Learning Processes,Correlation,Teacher Attitudes,Libraries,Laboratories,Educational Facilities,Teacher Administrator Relationship

The study examined the relationship between the secondary school head teacher's leadership roles in delivering the much-needed integrative quality education in Uganda. It also sought to determine the overall effect of the head teacher's leadership role on the school's ability to realize integrative education. Results revealed that there are three (3) significant roles of the head teacher that once performed have a direct effect on enhancing integrative education in the school which are; (i) Routine administration and management of the school ([beta] = 0.375, t = 2.636, p &lt; 0.10); (ii) monitoring teaching and curriculum coverage ([beta] = 0.569, t = 4.119, p &lt; 0.0001); and (iii) Community Engagement ([beta] = 0.275, t = 1.692, p &lt; 0.094). Therefore, head teachers are expected to put strong emphasis on these in order to realize the required integrative education which encompasses student knowledge application, acquisition of life career skills and innovation.