ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of the Professional Development Program Supported by on-the-Job Visits on the Pedagogies of Mathematics Teachers
Author: Akkus, Recai
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Program Effectiveness,Inservice Teacher Education,On the Job Training,Elementary School Teachers,Mathematics Teachers,Observation,Discussion,Teacher Improvement,Public Schools,Foreign Countries,Classroom Techniques

Researchers have approached to teacher change in different ways: as a learner, as a teacher, and as a colleague. This study aims to analyze teachers' pedagogical changes within the professionally collaborated training program supported with on-the-job visits in their teaching environments. Five elementary mathematics teachers were involved in the study which was organized as a longitudinal professional program aiming at teachers' classroom practices. By analyzing teaching practices and interviews through Reformed Teaching Observation Protocol (RTOP), the results show that teachers had various characteristics in terms of enacting their pedagogical goals. The study concludes that sample classroom implementations and pedagogical discussions have impact on teachers' beliefs about putting pedagogical goals into practice.
Personalized Learning Instruction in Vocational Education and Training: A Design-Based Case Study on Challenges and Approaches
Author: Zoyke, Andrea
Date: 2014-04-00
Type: Journal Articles
Subjects: Individualized Instruction,Adult Vocational Education,Vocational Rehabilitation,Retraining,Student Needs,Instructional Design,Curriculum Development,Student Journals,Individualized Education Programs,Students with Disabilities,Competency Based Education,Foreign Countries

There are many calls for personalized learning (instruction) (in Germany 'Individuelle Förderung'), especially for persons with special educational needs in the transition to vocational training or retraining. Teachers can find a variety of concepts and instruments to construct personalized learning. The challenge is to combine and to connect several concepts and instruments (e.g. for competence diagnosis or for transferring results of the competence diagnosis to support competence development) as we do not have the one unique instrument that guarantees personalized learning instruction. Furthermore, teachers and students have problems with the implementation of some concepts and instruments, considering the conditions, resources, and goals in their practical field. Against this background, the contribution looks at the question of how teachers in these courses with usually heterogeneous groups design personalized learning instruction. A focus will be on the reception, adaption, and design of concepts and instruments. Described is the research design of the case study in a practical field of vocational rehabilitation according to design-based research. Several instruments (e.g. a curriculum with learning situations of vocational orientation, a learning diary, and an individualized education plan) were designed, implemented, evaluated, and re-designed in a cooperative process between actors of practice and actors of science. Based on problem-centered interviews and group discussions during the whole design process with teachers and learners, qualitative data were collected to reconstruct the personalized learning (instruction) in this practical field. Main findings with reference to the implementation of concepts and instruments are stated. The contribution ends with a short conclusion.
Students&apos; Competency -- The Intersection of Didactics and Organisation of Higher Education
Author: Slepcevic-Zach, Peter
Date: 2014-04-00
Type: Journal Articles
Subjects: Competence,College Instruction,Skill Development,College Students,Student Development,Research and Development,Theory Practice Relationship,Universities,Administrative Organization,Models

Output orientation in the realm of education has become a requirement for higher education that is now slowly starting to be manifested in its curricula. This raises the question: what competences students are supposed to develop in the course of their studies and how these competences can be developed. In a first step, this article will therefor deal with the notion of competence. The next step involves an analysis of the various approaches to didactics in higher education, which plays an important role in the promotion of students' competency as well as in the design of individual lesson plans and of the curriculum for individual classes as well as for the entire programme. This section will also touch on the interconnection of research and teaching. It will be shown that, due to the specific way in which higher education is organized, any course of studies promotes the development of competences, which might seem, at first sight, beyond the grasp of didactics of higher education. The core of this article will be the introduction of a model which depicts the development of students' competency in the intersection of didactics and organisation of higher education. The development of students' competences is subject to various factors influencing each other. This article does not aim at presenting conclusive results but is intended to spark a productive debate.
The Open Algorithm Based on Numbers (ABN) as an Educational Innovation for Teaching and Learning in Ecuador
Author: Velazco, Derling Jose Mendoza
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics,Instructional Innovation,Mathematics Instruction,Numbers,College Students,College Mathematics,Geometry,Instructional Effectiveness,Foreign Countries,Teaching Methods

To prevent difficulties in learning mathematics, effective and innovative teaching methodologies should be used. The present study presents the results of a relational and comparative study between the application of the open number-based algorithm (ABN) and the closed number-based algorithm (CNB) method. The research was of a descriptive cross-sectional quantitative type. Descriptive and comparative, quasi-experimental cross-sectional design study. The sample was 320 students of the first cycle of the National University of Education (UNAE). A multiple choice questionnaire with geometry exercises and a Likert type scale was applied for the data collection. The results were analyzed through an analysis of variance (ANOVA). We worked with two variables, the informal geometric reasoning variable and the formal geometric reasoning variable. We applied a correction of the degrees of freedom with Welch's robust test. The results indicated that the ABN-oriented group (n=151) achieved better results than the CNB-oriented group (n=92). The results were relevant, because the skills demonstrated in the results, show that the ABN method reinforces the capacity to give solution to the exercises, contributing to the development of the numerical sense. Concluding that it can be described as a flexible or innovative model in the field of mathematics teaching.
&quot;This Maths Is Better than That Maths&quot; -- Exploring Learner Perceptions on the Integration of History of Mathematics in Teaching the Theorem of Pythagoras: A Case Study
Author: Kapofu, Lifeas Kudakwashe
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,History Instruction,Geometry,Grade 11,Secondary School Mathematics,Student Attitudes,Females,High School Students,Integrated Activities,Foreign Countries,Single Sex Schools,Discovery Learning,History,Mathematics,Cooperative Learning,Technology Uses in Education

Integration of history of mathematics (HOM) in mathematics education is emerging as frontier endowed with utility to stem decline in uptake, enhance performance and alter the negative perceptions about the subject. This case study sought to explore the influence of history of mathematics on grade eleven girls' perceptions of the Theorem of Pythagoras in particular and mathematics in general. In this exploratory study, the genetic approach of HOM was used in teaching the Theorem of Pythagoras. Findings indicate that the inclusion of aspects of the history of mathematics catalysed positive learner perceptions of the Theorem and mathematics in general. Notable changes in learner perceptions included affirmations of an increased level of motivation and confessed improvement in readiness of grade eleven learners in tackling challenging tasks involving the Theorem of Pythagoras. Learners also alluded to increased confidence in dealing with proofs, enjoying making their own discoveries and solving mathematical problems in general.
Analysis of Learning Assignments Applying ERP-Systems in Textbooks for Commercial Colleges in Austria
Author: Kombacher, Daniel Markus
Date: 2015-04-00
Type: Journal Articles
Subjects: Assignments,Information Systems,Textbooks,Foreign Countries,Business Administration Education,Textbook Evaluation

Enterprise-Resource-Planning-Systems (ERP-Systems) -- such as SAP, BaaN, Infor LN, MS Dynamics, WinLine and BMD -- are becoming increasingly important for private and public enterprises and NGOs around the globe. The use of ERP-Systems leads to changing (vocational) working routines. ERP-Systems are therefore an important subject for vocational education and -- from a scientific viewpoint -- a research topic of high interest. However, only a very limited number of journal articles are available that address the use of ERP-systems in the context of business education. This article contributes to this field of research with an analysis of learning assignments applying ERP-Systems. First, the theoretical background for the analysis of learning assignments applying standard commercial software (ERP- systems) is outlined. Second, the results of a qualitative content analysis study on 1,921 learning assignments in textbooks for commercial colleges in Austria are presented and discussed. The paper is concluded by recommendations for action and the most important implications for future work and future research and development in this field.
The Story as a Cultural Transmitter: Applications for Business Education
Author: Blaszczynski, Carol
Date: 2014-04-00
Type: Journal Articles
Subjects: Story Telling,Business Administration Education,Management Development,Cultural Awareness,International Trade,Teaching Methods,Marketing,Job Search Methods,Role,Educational Benefits

Stories assist in transmitting cultural wisdom, including wisdom about the business community. The role of stories in various contexts such as education (including international management), management, and marketing, as well as the job search is explained. The article concludes by presenting instructional activities for business education that develop cultural competence through stories.
Using Games in Business Education: An Evaluation Experiment Comparing Games to Other Selected Methods in Teaching Sustainable Development Concepts
Author: Dube, Eng. Anna
Date: 2015-04-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Games,Business Administration Education,Sustainable Development,Simulation,College Students,Instructional Effectiveness,Lecture Method,Discussion (Teaching Technique)

Simulation games are recognized as useful and effective learning tools in the business world, as they create conditions within micro-worlds where participants can experience results of different strategies, which they want to undertake. This use of strategies enables game participants to explore multi-party decision rules and analyse factors that stimulate or hinder the personally desired decision outcomes. Within this context the purpose of the paper is to present the outcomes of an experiment evaluating and comparing an application of a serious game with other teaching methods in the academic study of sustainable development concepts as a part of bachelor's and master's degree curriculum in business management. The tested hypothesis is that experiencing a designed situation during a simulation game can provide students with deeper understanding of presented complex issues and concepts more effectively than a lecture, text analysis, or discussion. A controlled experiment was conducted in the sustainable development class to test the hypothesis. The benefits from applying the designed simulation game in teaching compared to the selected methods were presented. The importance and value added of a debriefing as well as a designed evaluation of the compared teaching methods were discussed.
Service Learning in Business Education: What Perceptions and Expectations Do Undergraduate and Graduate Students Have of Service-Learning Courses?
Author: Gerholz, Karl-Heinz
Date: 2015-04-00
Type: Journal Articles
Subjects: Service Learning,Business Administration Education,Undergraduate Students,Graduate Students,Instructional Effectiveness,Student Attitudes,Foreign Countries,Problem Based Learning,Self Efficacy,Self Concept

Service Learning is a modern teaching-learning concept, which combines curricular content with supporting charitable organizations. The effects of courses using this concept on the students' competences development has already been described in empirical studies. Within these studies the aspects regarding the instructional design were less emphasized unlike in this paper in which they are focused on. In addition to a conceptual foundation of service-learning and a literature review on the impact of service-learning, two didactic prototypes will be presented in the form of empirical case studies. The focus of this research is to describe the attitudes and perceptions of undergraduate and graduate students attending service-learning courses and which conclusions can be drawn on the instructional design. In this article, the concept of service-learning is understood as a course- and credit-based learning and teaching method (in contrast to community-service), which require a specific instructional design to evolve purposeful and curricular learning connections between the course and service projects outside the course.
Solidarity and Disagreements: Social Dimensions in Cooperative Writing Group
Author: Salayo, Juland Dayo
Date: 2018-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Group Dynamics,English (Second Language),Group Unity,Cues,Pragmatics,High School Students,Second Language Learning,Foreign Countries

Using conversational analysis as a methodological framework, this paper aims to analyze the sequential pattern of the turns in cooperative writing group interactions which unfolds solidarity building and disagreement episodes. Recorded verbal and non-verbal interactions of a group, comprised of ten members, were carefully transcribed to closely examine overlapping, latching, cut-off and other pragmatic cues of the turn taking. Results show that solidarity building is displayed using collaborative construction turn strategy and laughter strategies. Disagreement as a preferred act is an effective speech strategy that does not only use in pursuit of knowledge, but could also establish group cohesiveness. Data also opens implications for English Language Teaching (ELT) specifically in promoting pragmatic competence among English as a Second Language (ESL) learners.
Financial Literacy -- A Traditional, yet New Field for Business Educators
Author: Greimel-Fuhrmann, Bettina
Date: 2014-04-00
Type: Journal Articles
Subjects: Business Administration Education,Money Management,Definitions,Measures (Individuals),Knowledge Level,Foreign Countries

It is the objective of this paper to explore the definitions of financial education, as well as of financial literacy, in order to reveal the many dimensions that these terms comprise. Furthermore, the paper is intended to present, analyze, and discuss recent empirical research findings on various dimensions of financial literacy in an international context. The paper is concluded by summarizing the most important implications for future work and future research and development in this field.
EFL Students&apos; and Teachers&apos; Attitudes towards Written Feedback in Writing Classes: A Case of Iraqi High-Schools
Author: Cinkara, Emrah
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,High School Students,High School Teachers,Language Teachers,Feedback (Response),Foreign Countries,Written Language,Writing Instruction,Writing Skills,Language Skills,Gender Differences,Teacher Attitudes,Student Attitudes

The aim of this study was to investigate the attitudes of Iraqi high-school teachers and students towards teacher written feedback in writing classes in Suleymaniyah and Erbil. A quantitative method was conducted in this study. Two different instruments were used in the study; which are teacher questionnaire and student questionnaire. A total of 100 teachers (50 males and 50 females) and 200 students (100 males and 100 females) participated in filling the questionnaire then the collected data were analyzed through Statistical Package for the Social Sciences (SPSS). The findings showed that teachers' written feedback generally plays a significant role in improving students' writing skills. The study also showed that students are encouraged and improved, when English teachers provide them with optimistic and constructive written feedback. It was also observed that students show high preference of specific written feedback to facilitate the correction of mistakes. The findings showed that teachers' positive written feedback on their daily assignments and paper tests was highly preferred by students. Additionally, the study showed that teachers' written feedback in its time has a powerful impact on students' writing skills. A t-test analysis indicated that there were no statistically significant differences between male and female teachers and also students towards teacher written feedback.
Grammar in Project Based Language Teaching: A Case Analysis
Author: Ray, Anubha
Date: 2018-00-00
Type: Journal Articles
Subjects: Grammar,Active Learning,Student Projects,Second Language Instruction,English (Second Language),Task Analysis,Undergraduate Students,Communicative Competence (Languages),Instructional Effectiveness,Foreign Countries

Over the last few decades, researchers and teachers of English have never been so divided over the issue of grammar in English as a Second Language/English as a Foreign Language (ESL/EFL)-how it should be taught, its methods and approaches and to the extent whether it should be taught at all or not. After the Communicative Language Teaching (CLT) method has been accepted all over the world as the most favourite method, the 'focus on form' approach is being questioned and PPP (Presentation-Practice-Production) method is receding fast from the classroom. Although the core of CLT method is to improve the communicative and socio-linguistic competence of the learners, many teachers are of the opinion that it should not be at the expense of grammar or over all linguistic competence of the learners with the logic that making meaning will be hampered without the use of appropriate grammatical forms and structures in both speech and writing. This paper explores the role and function of grammar in Task Based Language Teaching as TBLT has become the cornerstone of language teaching. Tasks engage learners in their thinking process and help them to arrive at an outcome. Teacher of course, is present to control and regulate the process. This paper discusses how grammar teaching was integrated in a Project Based Language Teaching course in a Under Graduate (UG) level. After a regulated treatment for one semester, it was found that there was a significant improvement in grammar among the learners.
Social Media: A Modern Tool to Enhance Communication Skills of the Secondary School Principals in Ekiti State
Author: Olowo, Busuyi Francis
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Communication Skills,Principals,Foreign Countries,Information Dissemination,Computer Mediated Communication,Secondary School Teachers,Administrator Effectiveness,Communication Strategies

This paper examined the effectiveness of Ekiti State secondary school principals in disseminating information; investigated the types of social media that are mostly used by principals to disseminate information; examined how frequently the principals used social media to disseminate information; and examined the relationship between the use of social media and the communication skills of the principals. The study adopted a descriptive research design. The population of the study comprised all 187 principals and 7323 teachers in Ekiti State secondary schools. The sample of 54 principals and 378 teachers was randomly selected. Two self-designed questionnaires were used. The data were analysed descriptively and inferentially. The findings showed that principals in Ekiti State secondary schools were highly effective in disseminating information (59.8%), and they were using social media such as What'sApp (38.1%), Facebook (28.6%), Twitter (21.4%), and YouTube (11.9%) respectively, in disseminating information. The study further showed that the principals of secondary schools in Ekiti State were always using social media to disseminate information (42.2%). Further, there was a significant relationship between the use of social media and the communication skills of the principals (r = 0.631, df = 418 &amp; p&lt;0.05). The study concluded that the use of social media by the principals had positive outcomes and enhanced their communication skills in the secondary schools of Ekiti State.
Tri-Assessment Analysis: An Innovative Model for Inquiry and Confirmatory Data Analysis via the Novel Tri-Mentoring Model Designed to Measure Mentoring Efficacy
Author: Osler, James Edward, II.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,Mentors,Black Colleges,Program Effectiveness,Educational History,Teacher Characteristics,Models,Measurement Techniques

The aim of this paper is to provide a faculty model for positive mentoring was first explored at an African American Historically Black College and University [or &quot;HBCU&quot;]. The purpose of this paper is to present the mentoring model and an analogous trichotomous data analysis methodology referred to as &quot;Tri-Assessment&quot; that is used to determine the validity of the mentoring experience. The research methodology of the mentoring model measures positive mentoring outcomes and is applicable for measuring mentoring as a whole. The model has its foundations in trichotomy drawing upon the research work of the author who has established the field of &quot;Triostatistics&quot; (Osler, 2014), trichotomous research design (Osler, 2012), and the arena of trichotomous psychometric measurement (Osler, 2013a). This paper is organized into various sections that highlight mentoring history, mentoring at an HBCU, and mentoring measurement through the presented model. The example presented of the &quot;Tri-Mentoring Model&quot; presented has the following results: (1) identification of positive mentoring traits and characteristics; (2) an in-depth and accurate way of measuring the outcomes of any mentoring process (as authentically delivered by the participant experiencing the actual mentoring); and lastly (3) the categorization of positive mentoring outcomes by using the example of faculty mentoring that took place at a HBCU. The author further recommends that both the &quot;Tri-Mentoring Model&quot; and the &quot;Tri-Assessment&quot; research methodology have the unlimited potential to open new arenas of inquiry and data analysis in the diverse field of mentoring and beyond.