ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing PISA-Like Mathematics Problems on Uncertainty and Data Using Asian Games Football Context
Author: Yansen, Dedi
Date: 2019-01-00
Type: Journal Articles
Subjects: Numeracy,Mathematics Instruction,Games,Team Sports,Mathematics Skills,Problem Solving,Foreign Countries,Secondary School Mathematics,High School Students

This study aims to generate the valid and practical PISA-like mathematics problems on uncertainty and data using the football game context of Asian Games. It also aims to see the potential effects of the problems towards the high school students' mathematical ability. This study used a design research methodology with the type of development study which was divided into two stages, namely preliminary stage and formative evaluation stage. The preliminary stage covered the analysis of research subjects, curriculum analysis, PISA framework and creating a question instrument. The formative evaluation stage included the one to one consisting of three students together with expert review consisting of two validators, small group consisting of six students, and then the field test. This study produced valid and practical PISA-like mathematics problems on uncertainty and data content which have a potential effect on the senior high school students' mathematical literacy ability. The validity was determined based on the expert review, while the practicality was determined based on one-to-one and small group assessment. The students' mathematical literacy abilities appeared during the research were communication, reasoning and argument, and devising strategies for problem-solving.
From Where Two or More Are Gathered: Understanding an Interdisciplinary Team
Author: Childress, Glynnis
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teamwork,Faculty Development,Teacher Collaboration,Secondary School Teachers,Educational Strategies,Action Research,Participatory Research,Teacher Attitudes,Diaries,Reflection,Teacher Researchers

This study explores the types of professional learning teachers report when participating in an interdisciplinary team at the high school level. Most research on interdisciplinary teaming focuses on the middle school level, and it is unclear whether the benefits of teaming can be realized at the high school level. Analyzing teachers' reported experiences within this particular approach to collaboration is especially interesting because collaboration among teachers is often described as though it was a &quot;natural&quot; and &quot;easy&quot; thing to achieve, when in reality, rich and authentic collaboration can be quite difficult to foster. High-quality collaboration and teamwork are essential in all areas of life (e.g., schools, businesses, families) if outcomes are to be optimized. Focusing on interdisciplinary teaming at the high school level is of particular interest because much of the research pertains to teaming at the middle school level, and yet, high schools seem to be ideal contexts for facilitating teaming because often times students struggle with attendance, academics and dropping out during the first two years of high school and teaming offers a proactive approach to address these issues (Teaming, 2013). For this reason, the author uses social learning theory to analyze the professional learning of a newly created team of high school teachers.
Personalized Professional Development Plans
Author: Ruppert, Nancy B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Faculty Development,Web Sites,Teacher Education Programs,Administrator Attitudes,Conferences (Gatherings),Educational Resources,Teacher Attitudes

The author is past-president of the Association for Middle Level Education (AMLE) and past-president of the National Association of Professors of Middle Level Education (NAPOMLE). She is also the chair of the education department at the University of North Carolina Asheville (UNC Asheville). Her current areas of interest are in advocating for middle school alumni and creating resources to advocate for middle level education. In this article, she invites readers to contribute to ideas for ongoing professional development.
Online Interaction in Social Learning Environment towards Critical Thinking Skill: A Framework
Author: Hussin, Wan Nur Tasnim Wan
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Interaction,Electronic Learning,Thinking Skills,Skill Development,Socialization,Constructivism (Learning)

Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students' critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students' critical thinking skill.
A Student&apos;s Scientific Mind: A Confirmatory Factor Analysis
Author: Chokchai, Oranit
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Scientific Attitudes,Scientific Literacy,Likert Scales,Factor Analysis,Test Reliability,Construct Validity

Purpose: The research aimed to examine the construct validity of a scientific-mind measurement model for secondary school students in Bangkok and the factor loading values of scientific-mind indicators. Methodology: Stratified random sampling was used to select a sample of 500 Grade 8 students studying in a Bangkok school district during the 2016 academic year. Testing of scientific-mind measurement was used as the research instrument and construct validity testing of the scientific-mind measurement model utilized second-order confirmatory factor analysis (CFA) was carried out with SPSS AMOS software Version 23. Findings: The testing of the scientific-mind measurement model for secondary school students in Bangkok was consistent with the empirical data. The scientific-mind factors consisted of two indicators, including scientific attitudes and attitudes towards science. Scientific attitudes were comprised of nine indicators. The indicator with the highest factor loading value was creatively working with other people. Attitudes towards science contained four indicators. The indicator with the highest factor loading value was science value awareness. Significance: The results revealed that teachers and educational administrators have the potential to use the study's scientific-mind factors in their approaches to course development, as well as in designing a manual for learning management. The study's model can also help in measurement and evaluation of secondary school students' progress in developing a better scientific mind.
Model Detecting Learning Styles with Artificial Neural Network
Author: Hasibuan, Muhammad Said
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Style,Artificial Intelligence,Prior Learning,Identification,Natural Language Processing

Currently the detection of learning styles from the external aspect has not produced optimal results. This research tries to solve the problem by using an internal approach. The internal approach is one that derives from the personality of the learner. One of the personality traits that each learner possesses is prior knowledge. This research starts with the prior knowledge generation process using the Latent Semantic Indexing (LSI) method. LSI is a technique using Singular Value Decomposition (SVD) to find meaning in a sentence. LSI works to generate the prior knowledge of each learner. After the prior knowledge is raised, then one can predict learning style using the artificial neural network (ANN) method. The results of this study are more accurate than the results of detection conducted with an external approach.
Web 2.0 for Fostering Students&apos; Social Presence in Online Learning-Based Interaction
Author: Al-Dheleai, Yahya M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Electronic Learning,Interaction,Online Courses,Student Attitudes,Graduate Students,Masters Programs,Foreign Countries,Learner Engagement,Computer Uses in Education,Gender Differences,Interpersonal Relationship,Social Cognition

Research in education confirmed that students engage in learning when they feel connected with others and when they play an active role in their learning process. Therefore, social presence (SP) considered as an important component of effective learning in both face-face and online learning environment. Therefore, this study intended to investigate students' perception about SP when using Web 2.0 tool for learning-based interaction and the difference in their perception based on gender and number of the semesters of the study. The participants of this study were 71 postgraduate students in one of the Malaysian public universities. The quantitative methods of data collection and data analysis were used in this study. Therefore, the researcher employed survey method using Online Social Presence Questionnaire (OSPQ) to collect the data. The data were analyzed using SPSS software to find mean, standard deviation of students' perception of their social presence while using Web 2.0 tool for learning-based interaction. Independent sample t-test was used to find the difference in students perception based on their gender. Moreover, One-Way ANOVA was used to find the difference in students' SP perception based on their semester of the study. The findings of this study showed that students expressed high perception about their social presence on Web 2.0 tool. Nonetheless, male students perceived higher social presence on Web 2.0 tool than female students. However, there were not significant differences in students' perception of social presence neither based on the gender difference nor on the number of the semester of the study.
UAI Case: An uCASE-CL Model Implementation
Author: Battaglia, Nicolas
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Cooperative Learning,Educational Technology,Computer Software,Foreign Countries,Computer Science Education,College Instruction,College Students

The new models of teaching and learning have their focus on technology, especially on issues related to ubiquity. The impact of ICT in education generates new learning opportunities: the mobile or ubiquitous, which open new doors to technological environments that allow students to learn at any time and place, providing, in addition, tools that give the possibility to perform collaborative work and learning. The integration of a ubiquitous virtual teaching and learning environment with collaborative work forms the Ubiquitous Computer Supported Collaborative Learning model. What has been mentioned before allowed us to understand the importance of making a specification of this model that provides the possibility of using a tool for professional use in the Software Engineering during the teaching and learning processes, including the specific activities of evaluation and monitoring of works. These tools, called Computer-Aided Software Engineering, must be an active part of the uCSCL model. This integration, forms the model proposed in our work, called uCASE-CL. A prototype of the implementation of the model was developed, which we have called UAI Case. This solution is a proposal to cover the need to have tools that can be used in the teaching of the SE, and which allow the student to acquire and strengthen the academic learning.
Developing Interactive Learning Media for School Level Mathematics through Open-Ended Approach Aided by Visual Basic Application for Excel
Author: Rohaeti, Euis Eti
Date: 2019-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Experimental Groups,Control Groups,Creativity,Creative Thinking,Mathematical Concepts,Computer Software,Teaching Methods,Spreadsheets,Thinking Skills,Comparative Analysis,Educational Games,Preservice Teachers

This research is a merged descriptive and quasi-experiment research aimed to describe students' creativity in developing interactive learning media with Visual Basic Application for Excel. Besides that, it had done to review students' ability which learning used open-ended Visual Basic Application for Excel compared with the other students' which learning used the expository method with Visual Basic Application for Excel based. The subject contained 35 students in experiment class and 33 students in the control class, where the creativity of their learning media is reviewed and is analysed using SPSS. The research result shows that: (1) Students' creativity in creating interactive learning media that the learning used open-ended Visual Basic Application for Excel based is better than the one with expository method of Visual Basic Application for Excel found; (2) Students creativity in creating interactive learning media is the combination of their mastery towards school level mathematics and the ability in applying Visual Basic Application for Excel.
The Effect of Using Flipped Teaching in Project Management Class for Undergraduate Students
Author: Abushammala, Mohammed F.M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Program Administration,Undergraduate Students,Engineering Education,Civil Engineering,College Instruction,Active Learning,Instructional Effectiveness,Student Experience,Student Evaluation,Foreign Countries

Teaching Project Management module to undergraduate students is important and has been globally considered in multiple academic disciplines by many higher institutions. Students in undergraduate level encounter difficulty in understanding the topic of project management since there have no prior knowledge before the course. This paper aimed to determine the effectiveness of flipped teaching and active learning in Project Management module for undergraduate students in Civil Engineering. However, the paper discussed the effective practices in teaching and learning project management and their impacts into students' learning experience, and assessments development and marking. The Padlet and SurveyMonkey e-tools were used to collect students' feedback on the instructor practice; either by tagging comments or filling questionnaire. The results indicated that the use of multiple in-class activities and digital technology in a flipped classroom are important to enhance students' performance. It is also observed that the use of multiple assessments engaged students deeply with the course and provide deeper learning. Students' performance in summative assessments showed that there is a noticeable improve in student's scores in the current semester in contrast with previous semester where traditional teaching was practiced.
Supporting Middle Grades Teacher Candidates in Becoming Culturally Competent
Author: Carnes, Nathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Middle School Teachers,Cultural Awareness,Multicultural Education,Cultural Pluralism,Student Diversity,Middle School Students,Adolescent Development,Student Development,Social Justice,Minority Group Students,Classroom Techniques,Service Learning,Teacher Student Relationship,Culturally Relevant Education,Sociometric Techniques

Shifting demographics among racial and ethnic groups within the United States are reflected in the diversity of the middle grade student population, as they are members of longstanding racial groups or members of biracial or multiracial groups that have emerged. These diversities are causes for celebrations, but at the same time offer challenges for preparing middle level teacher candidates to work with students who look different than they do and come from cultural backgrounds that may be unfamiliar to them. In this article, University of South Carolina's Nathan Cannes, explains that his middle level teacher candidates must enroll in and complete a course that provides an overview of national trends related to learning environments with an analysis of the relationship of early adolescent developmental characteristics to organization, curriculum, instruction, and teaching in the middle level school. Furthermore, candidates engage in examinations and analyses of behavior management issues, techniques, and special provisions related to social justice within academic and cultural contexts. To support the candidates' growth toward the integration of theory and practice, the course instruction and activities take place at a middle school that is in close proximity of the University campus. More importantly, a rich diversity of students from various racial groups, socio-economic status, neighborhoods, and cultural backgrounds attend there. Cannes describes how he revised this middle level behavior management class to include a service learning component--an instructional strategy that is based on a perspective that students learning by doing (Chenarani, 2017). To engage his students through the use of lived experience, he creates a sociogram--a graphic representation of relationships that exist among students--based on his students responses to questions about themselves. As a formative assessment, teacher candidates can use sociogram representations to form heterogenous and collaborative groups so that their students gain positive experiences in working with peers from diverse backgrounds.
Comparatively Speaking: Notes on Decolonizing Research
Author: Kidman, Joanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Education,International Education,Foreign Countries,Geographic Regions,Educational Research,Educational Researchers,Research Problems,Indigenous Populations,Reflection,Cultural Awareness,Educational Change,Power Structure,Racial Bias,Land Settlement

This paper is a version of the author's Keynote Address at the Oceania Comparative and International Education Society (OCIES) Annual Conference on November 21, 2018. She talks about the history of comparative education and how the it relates to the Oceania region. It is a field that relies heavily on accounts of Oceanic lives and classrooms written by scholars who are not always, themselves, rooted in or accountable to the communities that they study. All too often, comparative education researchers are travelers in those worlds and, in some cases, they are simply passing through on their way to their next study or research grant. She has no doubt that most of these scholar-travelers care a great deal about the schools and the classrooms and the people they meet along the way. But the problem is that the benefits of those encounters that take place in indigenous or Pacific or marginalized educational space tend to flow more directly towards them in terms of promotions, professional recognition and academia's other &quot;glittering prizes&quot;. The benefits are frequently much less evident for the people living in those communities. So, if scholars are committed to transformation and to decolonizing the field of inquiry then these are the questions that they need to ask. In the end, the author feels there needs to be a kind of soul-searching that scholars need to do from time to time. This kind of reflection offers a range of choices in comparative and international education
Promoting This We Believe and the AMLE Standards with Teacher Candidates
Author: Wall, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Standards,Course Descriptions,Teaching Methods,Introductory Courses,Preservice Teacher Education,Knowledge Base for Teaching,Books,Educational Philosophy,Parent Teacher Cooperation,Student Developed Materials,Guides,Middle School Students

In an introductory middle grades course, teacher candidates synthesize and apply the concepts from key middle level documents through their coursework. Along with a popular middle grades text (Brown &amp; Knowles, 2014), teacher candidates read &quot;This We Believe: Keys to Educating Young Adolescents&quot; (National Middle School Association, 2010) as well as the Association for Middle Level Education Middle Level Teacher Preparation Standards (AMLE Standards; AMLE, 2012). As the author has taught this course over several semesters, they have modified, updated, and otherwise adapted several aspects of the course in order to integrate these documents into the program more directly. These modifications and adaptations stem from their vision for teaching (cf. Duffy, 1998) as well as works including the Middle Level Educational Research Agenda (Mertens, Caskey, Bishop, Flowers, Strahan, Andrews, &amp; Daniel, 2016) and a recent handbook on clinical partnerships at the middle level (Howell, Carpenter, &amp; Jones, 2016). Here, the author shares how they have incorporated &quot;This We Believe&quot; and the AMLE Standards into this course to enhance teacher candidates' knowledge, skills, and dispositions for teaching at the middle level. First, the author describes the course and key concepts from the two documents that are integrated into the course. Next, the author shares examples of several course activities and assignments that incorporate the documents. Finally, the author reflects on the overall integration of key middle level documents in the course.