ethanporcaro/eric-fulltext-meta huggingface dataset:
Transfer of Learning and Teaching: A Review of Transfer Theories and Effective Instructional Practices
Author: Hajian, Shiva
Date: 2019-00-00
Type: Journal Articles
Subjects: Transfer of Training,Teaching Methods,Situated Learning,Comparative Analysis,Learning Theories,Problem Based Learning,Communities of Practice,Simulation,Educational Games,Computer Games

One of the primary goals of education is to ensure that learners can apply their acquired knowledge in various ways and under different circumstances. However, this expected &quot;transfer&quot; does not always occur and, therefore, the acquired knowledge cannot be flexibly employed in different contexts. One way to minimize this problem is to understand how transfer occurs and what learning conditions can improve this process. This review paper provides major theoretical perspectives and pedagogical practices to explore the most effective ways to optimize knowledge acquisition and transfer. The results of the comparison of the selected theories indicated that transfer was a multi-dimensional process that could occur at any stage of learning and could be enhanced through coaching, scaffolding, interacting, assessing and reflecting in situated learning environments.
Introducing an ePortfolio into Practicum-Based Units: Pre-Service Teachers&apos; Perceptions of Effective Support
Author: Roberts, Pauline
Date: 2019-05-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Preservice Teachers,Evidence,Foreign Countries,Student Attitudes,Preservice Teacher Education

ePortfolios are gaining momentum as a preferred way for graduates to demonstrate current and developing capabilities against industry standards. Effective training is essential for new graduates to produce quality and competitive ePortfolios. This research focused on the perspective of pre-service teachers on the effectiveness of learning opportunities provided to increase confidence and skills in developing an ePortfolio in an Australian four-year undergraduate degree. The initial phase of this research employed a survey to examine the perspective of 132 second-year and 105 third-year pre-service teachers. Results indicated that for the second-year cohort there was a minimal increase in the levels of confidence across all areas. In contrast, the third-year pre-service teachers showed some increase in confidence in developing an ePortfolio and understanding its purpose. While the findings from this study emphasised the pre-service teachers' need for ongoing hands-on support, it also highlighted their reluctance to seek support at an independent level.
Halliday&apos;s View of Child Language Learning: Has It Been Misinterpreted?
Author: Thwaite, Anne
Date: 2019-05-00
Type: Journal Articles
Subjects: Learning Theories,Linguistic Theory,English Curriculum,National Curriculum,Foreign Countries,Language Acquisition,Preservice Teachers,Textbooks,Preservice Teacher Education,Adults,Speech Communication,Comparative Analysis,Models,Misconceptions

This paper gives a brief summary of Halliday's theory of how children learn to talk, illustrating the development of children's language from the microfunctions through the macrofunctions and into the metafunctions of adult language. The paper points to a possible source of the misinterpretation of Halliday's theory in the work of Frank Smith (1983), which appears to have &quot;trickled down&quot; into some of the textbooks written for pre-service teachers in Australia. Links are made to teachers' knowledge about language (KAL) and the current Australian Curriculum English (ACE). It is suggested that while any number of functions of the language of school-aged children may be described, it is perhaps misleading to refer to the microfunctions as &quot;Halliday's functions&quot;.
In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda
Author: Nzarirwehi, Jackson
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Elementary School Teachers,Inservice Teacher Education,Teacher Competencies,Program Effectiveness,Teacher Qualifications,Educational Quality,Teaching Methods

In 1994, Uganda's Ministry of Education and Sports introduced Teacher Development Management Systems, with the sole aim of supporting and enhancing professional development of teachers through in-service teacher training. Though the training has increasingly motivated teachers into upgrading their academic qualifications, research has not established the effect of the training on professional development of teachers and loopholes, assumptions and misconceptions still persist two decades after the inception of the Teacher Management Systems. Using primary data collected in 2016 from the southwestern Uganda districts of Bushenyi, Rukungiri and Sheema, this study attempts to examine this issue. Key informant interviews and questionnaires were used to collect data from a sample of 610 primary teachers and education stakeholders selected for the study. Findings show that in-service teacher training has a significant effect on teachers, particularly on their academic qualifications, performance, and professionalism. However, these benefits can only be realized when the training is properly planned, implemented and continually evaluated, and in the presence of certain resources and incentives. To this end, the study recommends a review of teacher training approaches and a revamp of school environments to facilitate the teaching-learning process.
Middle School Mathematics Pre-Service Teacher&apos;s Responses to a Mathematics Content and Specific Mathematics Pedagogy Intervention
Author: Norton, Stephen J.
Date: 2019-05-00
Type: Journal Articles
Subjects: Self Efficacy,Mathematics Instruction,Preservice Teachers,Middle School Teachers,Pedagogical Content Knowledge,Student Attitudes,Memory,Preservice Teacher Education,Self Esteem,Foreign Countries,Mathematics Teachers,Teacher Certification,Intervention,Measures (Individuals),National Curriculum

Prospective middle school pre-service teachers' knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years' mathematics, confidence, and self efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years' mathematics was very poor and this was accompanied by low levels of confidence and self efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the &quot;genericism&quot; of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service entry to such a mathematics curriculum course on the basis of proxy measures of mathematics knowledge, without which the teaching of the discipline becomes challenging.
Online Initial Teacher Education in Australia: Affordances for Pedagogy, Practice and Outcomes
Author: Downing, Jillian J.
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Online Courses,Teacher Educators,Distance Education,Instruction,Teaching Methods,Outcomes of Education,Affordances,Barriers

This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong partnerships between schools and universities, and helping address teacher shortages in rural/regional areas.
A Metaphor Analysis on the &quot;School Security&quot; Perceptions of Elementary School Students
Author: Arslan, Mehmet Metin
Date: 2019-00-00
Type: Journal Articles
Subjects: Figurative Language,School Security,Elementary School Students,Student Attitudes,Foreign Countries,Grade 4,Grade 8,Secondary School Students

The main objective of this research is to determine the perception of elementary school students on school security by means of metaphors. In order to achieve this objective, the participants were asked to write down their metaphor on the &quot;school security&quot;. Raw data obtained by completing sentences such as &quot;I think the school security is like... Because...&quot; were studied according to content analysis and interpreted with descriptive analysis approach. Metaphors created were associated with a particular theme depending on the point of view of the participants and 11 (primary school 6, secondary school 5) conceptual categories were found in total. As a result of this process, the school security categories found for the 4th-grade primary school students are as follows: &quot;(1) Observing concept, (2) Safe place, (3) Disciplinary tool, (4) Protective element, (5) Productive concept, and (6) Freedom prohibiter.&quot; The school security categories found for the 8th grade secondary school students are as follows: &quot;(1) Protective element, (2) Factor increasing safety, (3) Safe place, (4) Place restricting freedom, and (5) Productive concept.&quot; When the distribution of metaphors within each category was analyzed, it was found that the perception on school security is positive while their perception on the safety applications is negative.
A Proposed Typology of Knowledge Sharing within Communities of Teachers: A Comparative Case Study Focusing on England and Macedonia
Author: Underwood, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Professionalism,Comparative Analysis,Foreign Countries,Faculty Development,Communities of Practice,Classification,Knowledge Management,Sharing Behavior,Teacher Leadership

This article is a case study of the knowledge that is exchanged by teachers when they are engaged in professional communities that extend beyond the workplace, including internationally. The participants in this study were all teachers from England and Macedonia. The data collection method was via interview. This data was thematically coded and used to build towards the development of a typography of the different forms of knowledge that may be shared by teachers within such communities. In the first half of this article different ways of defining the professional knowledge of teachers, as presented in a range of research, are explored and critiqued. The second half then explores the different forms of knowledge that the participants in this study perceived themselves to have shared as members of communities of teachers that extend beyond the workplace. Via this study it was found that the participants consistently problematised the possibility of directly transferring specific pedagogic strategies. However, stories about teaching were seen by all to be useful vehicles for enabling affirmation and for co-constructing professional purpose. It is argued that both of these outcomes are forms of professional knowledge in their own right. These findings have potential implications for policy and practice as they indicate that it may be significant for those organisations that support such networking opportunities to value and understand the significance of those forms of professional knowledge that are less concrete than the exchanging of specific classroom strategies alone.
Benefits and Problems: Centralized Administration on College English Course in Chinese Higher Education Institutions
Author: Zhen, Zeng
Date: 2019-00-00
Type: Journal Articles
Subjects: Problems,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Higher Education,Foreign Countries,Public Policy,Efficiency,Administrative Organization,Governance,Educational Benefits,Language Proficiency,Language Tests,Teaching Methods,Learning Processes

It's arguable that more involvement of government with centralized policies causes less efficiency on education progresses. The article reviewed documents dedicated to or related to College English (CE), which have been released by Ministry of Education of People's Republic of China (MOE) and other institutions/organizations after 1949. Exploring CE's goal, assessment and national impacts, it's substantially analyzed the benefits and disadvantages of centralized governance conducted on CE, and proposed an integral strategy potentially developed: conducting centralized administration while highlighting and enhancing diversity and individuality on CE for reaching the goal of CE in China higher education.
Analysis of the Relationship between Quadrilaterals Achievement Levels and Van Hiele Geometric Thinking Levels of the Seventh Grade Students
Author: Ersoy, Meryem
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Geometry,Geometric Concepts,Mathematics Instruction,Thinking Skills,Teaching Methods,Grade 7,Foreign Countries,Logical Thinking,Achievement Tests,Middle School Mathematics,Problem Solving,Mathematics Achievement

In this study, it was aimed to examine the relation between seventh-grade students' quadrilaterals achievement levels and Van Hiele geometric thinking levels. Survey method was used. The sample of the study was 160 students from the three different districts of Kayseri, as Melikgazi, Incesu, and Tomarza. Van Hiele geometric thinking test and quadrilaterals achievement test, which was developed by the first researcher, were used to collect the data. Descriptive statistics such as mean, frequency, and standard deviation and percentage tables Pearson correlation analysis which was applied to analyze the relationship between the quadrilaterals achievement test and Van Hiele geometry thinking test scores of the seventh-grade students and independent samples t-test was used to for analysis. The results of the study indicated that Van Hiele geometric thinking levels of the seventh school students were lower than expected levels. A high level of correlation was found between quadrilaterals achievement levels and their Van Hiele geometric thinking levels of the seventh-grade students. As a result of the study, quadrilaterals achievement test and Van Hiele geometric thinking test were measuring the students' geometric abilities in the same direction.
Student Evaluation of Lecturers -- What Do Faculty Members Think about the Damage Caused by Teaching Surveys?
Author: Davidovich, Nitza
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,College Faculty,Teacher Attitudes,Foreign Countries,Age Differences,Gender Differences,Institutional Characteristics

Many studies have been conducted on teaching evaluations and student surveys. The current study is unique for examining, by means of direct questions, the meaning of teaching surveys as perceived by academic faculty in Israel. Senior faculty members at academic institutions completed questionnaires, with a total of 182 questionnaires collected. We employed mixed research methods, beginning with qualitative analysis followed by Structural Equation Modeling (SEM), with the goal of developing a model that reflects faculty members' beliefs on teaching surveys. The research findings show that the lecturers find that student evaluations are detrimental to their relationship with their students, and adversely affect their teaching practice and interpersonal interactions with their students. In view of the importance attributed to students' voices and their opinions of teaching, the question is how should these evaluations be addressed, Do teaching surveys constitute a reliable managerial tool and a foundation for improving teaching -- or should other tools be developed to improve teaching practices, independent of students' opinions?
Exploring the Relationship between Science Content Knowledge and Science Teaching Self-Efficacy among Elementary Teachers
Author: Catalano, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Knowledge Level,Science Instruction,Self Efficacy,Elementary School Teachers,Elementary School Science,Scientific Attitudes,Science Teachers,Pedagogical Content Knowledge,Preservice Teachers,Inservice Teacher Education,STEM Education,Elementary Education,Comparative Analysis,Misconceptions,Preservice Teacher Education

Elementary school teachers are commonly known to have low self-efficacy in mathematics and science. Previously conducted research on science teaching self-efficacy and content knowledge has often focused on whether methods courses, professional development or other interventions improve both self-efficacy and content knowledge among elementary teachers. This study investigated whether teachers' knowledge of science content influenced their levels of self-efficacy, and compared teachers' who were in a STEM education graduate degree program to teachers and students in a regular elementary teaching program. The participants of this study were 82 in-service and 27 pre-service elementary teachers in affiliation with a large northeastern university. The participants completed a science self-efficacy survey (STEBI-B) and a science content knowledge survey called the Science Beliefs Tests. The results of this study found that pre-service teachers had a higher self-efficacy score in comparison to in-service teachers. Most participants were able to answer a little more than half of the Science Beliefs questions correctly. Additionally, there was a negative relationship between one's belief that they could teach science effectively and their Science Beliefs score, meaning that the more science self-efficacy they possessed, the lower their science knowledge. It is important that teachers become aware of their lack of content knowledge in order to remedy the insufficiency, and to avoid passing along misconceptions to their students. If teachers believe that they have high self-efficacy, they may not be aware that they must continually improve their science content knowledge. Accordingly, teachers can benefit from continued education in topic areas where they scored the lowest.
A Pilot Study about the Effect and Sustainability of Early Interventions for Children with Early Mathematical Difficulties in Kindergarten
Author: Praet, Magda
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Intervention,Kindergarten,Learning Problems,Mathematics Skills,Grade 1,Numeracy,Low Achievement,High Achievement,Mathematics Achievement,Educational Games,Short Term Memory,Computation,Program Effectiveness,At Risk Students,Teaching Methods,Foreign Countries

The purpose of the present pilot study was to evaluate the effects of particular educational math games in kindergarten on numerical skills in Grade 1. Our participants were 49 children with early math difficulties, 65 average achievers, and 48 high-achieving 5-year-old children. All of them played various adaptive math games for 5 weeks. To avoid the Hawthorne effect, 37 children engaged in non-math-related games whereas the other children played counting, comparison, or numerical working-memory games. The results indicated that the effect of working memory and combined counting and comparison games continued until January of Grade 1. At the end of Grade 1, about 87% of the children with learning problems that had participated in the working memory game in kindergarten performed average on arithmetic skills. The present pilot study shows that children at risk of math disabilities can benefit greatly from the use of certain games to prevent learning difficulties.
Quantity Recognition in Structured Whole Number Representations of Students with Mathematical Difficulties: An Eye-Tracking Study
Author: Schindler, Maike
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Eye Movements,Mathematics Skills,Correlation,Mathematics Achievement,Numbers,Recognition (Psychology),Verbal Communication,Language Skills,Metacognition,Memory,Computer Simulation,Video Technology,Error Patterns,Visualization,Reaction Time,Grade 5,Elementary School Students,Foreign Countries

Quantity recognition in whole number representations is a fundamental skill children need to acquire in their mathematical development. Despite the observed correlation to mathematics achievement, however, the ability to recognize quantities in structured whole number representations has not been studied extensively. In this article, we investigate how students with mathematical difficulties (MD) differ from typically developing (TD) students in quantity recognition in structured whole number representations. We use eye tracking (ET), which can help to identify students' quantity recognition strategies. In contrast to methods that include collecting verbal answers and reports, ET avoids an additional verbalization step, which may be affected by poor language skills and by low meta-cognitive abilities or memory issues when monitoring, recalling, and explaining one's thoughts. We present an ET study with 20 students of which ten were found to have MD in initial tests (using qualitative and quantitative diagnostics). We used ET glasses, which allow seeing the students' view of the scene with an augmented visualization of the gaze point projected onto the scene. The obtained gaze-overlaid videos also include audio data and records of students' answers and utterances. In our study, we did not find significant differences between the error rates of MD and TD students. Response times, however, were longer for students with MD. The analysis of the ET data brought students' quantity recognition strategies to light, some of which were not found in previous research. Our analyses revealed differences in the use of these quantity recognition strategies between MD and TD students. Our study illustrates the power of ET for investigating students' quantity recognition strategies and the potential of ET to support MD students.
Point of View Video Modeling to Teach Simplifying Fractions to Middle School Students with Mathematical Learning Disabilities
Author: Hughes, Elizabeth M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Learning Disabilities,Students with Disabilities,Video Technology,Modeling (Psychology),Fractions,Mathematics Instruction,Manipulative Materials,Intervention,Instructional Effectiveness,Error Patterns,Middle School Mathematics

Students with mathematics learning disabilities (MLD) often require more intensive intervention in addition to quality core mathematics instruction. This research evaluates the effects of a point of view video modeling (POVM) intervention including virtual demonstrating of concrete mathematics manipulatives to teach simplifying fractions. Three students receiving educational services for MLD participated in the study. This study employed a single-case multiple probe across subjects experimental design with visual analysis as the primary method of data analysis. To evaluate effects of the intervention, Tau-U was calculated. Intervention Tau-U was calculated at 1 for two students and at 0.80 for the third student. All three students favorably maintained the skills after the completion of the intervention (n = 2, 100%; n = 1, 80%), however, performance decreased when transferring skills to word problems (n = 2, 40%; n = 1, 0%). Overall, the intervention appeared to be effective to teach.