ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program
Author: Sutherland, Kevin S
Date: 2018-00-00
Type: Journal Articles
Subjects: Delivery Systems,Positive Behavior Supports,Performance Factors,Integrity,Emotional Problems,Behavior Disorders,Prevention,At Risk Students,Young Children,Early Childhood Education,Preschool Teachers,Randomized Controlled Trials,Likert Scales,Evidence Based Practice,Self Efficacy,Intervention,Child Development,Measures (Individuals),Statistical Analysis,Regression (Statistics)

Teachers sometimes struggle to deliver evidence based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher treatment integrity of BEST in CLASS, a tier-2 prevention program designed for young children at risk for developing emotional/behavioral disorders. Ninety-two early childhood teachers and 231 young children at-risk for emotional/ behavioral disorders participated in the study. Latent growth curve analyses indicated that both adherence and competence of delivery increased across six observed time points. Results suggest that teacher education and initial levels of classroom quality may be important factors to consider when teachers deliver tier-2 (i.e., targeted to children who are not responsive to universal or tier-1 programming) prevention programs in early childhood settings. Teachers with higher levels of education delivered the program with more adherence and competence initially. Teachers with higher initial scores on the Emotional Support subscale of the Classroom Assessment Scoring System (CLASS) delivered the program with more competence initially and exhibited higher growth in both adherence and competence of delivery across time. Teachers with higher initial scores on the Classroom Organization subscale of the CLASS exhibited lower growth in adherence across time. Contrary to hypotheses, teacher self-efficacy did not predict adherence, and teachers who reported higher initial levels of Student Engagement self-efficacy exhibited lower growth in competence of delivery. Results are discussed in relation to teacher delivery of evidence-based programs in early childhood classrooms.
Links between Success in Non-Measurement and Calculation Tasks in Area and Volume Measurement and Pupils&apos; Problems
Author: Tumová, Veronika
Date: 2017-00-00
Type: Journal Articles
Subjects: Measurement,Geometry,Problem Solving,Computation,Error of Measurement,Secondary School Students,Mixed Methods Research,Correlation,Misconceptions,Mathematics Skills,Skill Development,Foreign Countries,Algebra,Mathematical Formulas,Factor Analysis

Measurement in geometry is one of the key areas of school mathematics, however, pupils make serious mistakes when solving problems involving measurement and hold misconceptions. This article focuses on the possible links between lower secondary pupils' (n = 870) success in solving non-measurement tasks and calculations tasks on area and volume and on their problems when solving measurement tasks. The study uses a mixed research design. Statistical methods are used to find correlations between the two types of tasks and a qualitative analysis is carried out to identify mistakes and misconceptions. The results show that there are indeed relatively strong links between success in non-measurement tasks and calculation tasks, and consequently, when teaching, attention must be paid to the development of both types of skills. The study identified pupils' mistakes in tasks which are within the Czech curriculum but which proved to be difficult, such as a missing link between algebraic and geometric representations, a tendency to linearize and/or to employ pseudo-analytical thinking. The study identified differences between individual classes which point to the significant role of the teacher and/or influence of the textbook used.
Corpus Based Authenicity Analysis of Language Teaching Course Books
Author: Peksoy, Emrah
Date: 2017-12-25
Type: Journal Articles
Subjects: Computational Linguistics,Second Language Learning,Second Language Instruction,Foreign Countries,High School Students,Textbooks,Grammar,Comparative Analysis,Phrase Structure,Word Frequency,Role,Material Development,Writing (Composition),Statistical Analysis,English (Second Language)

In this study, the resemblance of the language learning course books used in Turkey to authentic language spoken by native speakers is explored by using a corpus-based approach. For this, the 10-million-word spoken part of the British National Corpus was selected as reference corpus. After that, all language learning course books used in high schools in Turkey were scanned and transferred to SketchEngine, an online corpus query tool. Lastly, certain grammar points were extracted first from British National Corpus and then from course books; similarities and differences were compared. At the end of the study, it was found that the language learning course books have little similarity to authentic language in terms of certain grammatical items and frequency of their collocations. In this way, the points to be revised and changed were explored. In addition, this study emphasized the role of corpus approach as a material development and analysis tool; and tested the functionality of course books for writers and for Ministry of National Education.
Globalization, English Language Teaching and Turkey
Author: Altan, Mustafa Zülküf
Date: 2017-12-25
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Global Approach,Global Education,Educational Assessment,Educational Indicators,Minimum Competencies,Educational Practices,Educational Needs,Performance Factors,Strategic Planning,Foreign Countries

Globalization as a concept has been used both positively and negatively by many different people and in many different situations. Depending on the point of view, all definitions on globalization state that it has the power of creating a world without boundaries where people communicate, share, and do business with the help of information, communication and transportation technologies. And the medium of all these activities is English language. Therefore, English language curriculum and teachers should be able to help learners to function as successful members in globalized digital-age World. Technological advancements open new areas to use English language as the main medium for communication both for personal and advanced academic needs and these new uses create new challenges for English language teachers to introduce, use, analyze and teach these areas to EFL (English as a Foreign Language) students. Where does Turkey stand as a country in this picture? This paper focuses on the effect of globalization on ELT, 21st century skills and English language and current practice of ELT along with the recent curriculum revision of EFL in Turkey.
Developing Attitudes Scale towards German Reading: A Study on Reliability and Validity
Author: Arslan Çavusoglu, Ayse
Date: 2017-12-25
Type: Journal Articles
Subjects: German,Reading Attitudes,Attitude Measures,Behavior Rating Scales,Preservice Teacher Education,Preservice Teachers,Factor Analysis,Gender Differences,Parent Background,College Second Language Programs,Second Language Learning,Student Surveys,Student Teacher Attitudes,Comparative Analysis,Family Income,Foreign Countries,Statistical Analysis

The main purpose of this study is to develop a scale for German teacher candidates' attitude towards the German reading. The scale was applied to 156 students who were enrolled in the Foreign Language Teaching Department of the Ahmet Kelesoglu Education Faculty, Necmettin Erbakan University. Out of 156 students, %14.1 (n = 22) were preparation class, %26.3 (n = 41) were first grade, %29,5 (n = 46) were second grade, %19.8 (n = 31) were third grade and %10.3 (n = 16) were fourth grade students. In the scale, there were 34 items. To test the validity exploratory factor analysis was used and to determine the reliability Cronbach coefficient was used. According to the exploratory factor analysis a construct with 17 items and 1 dimension was achieved. The Cronbach's alpha value for the scale was found to be 0.72. In addition, the SAS (University Edition) analysis program was used to determine whether the attitudes of the students differed in gender, income and education level of mother and father. The other findings of the study revealed that the students generally had moderate level of attitude towards German reading and the attitude scores did not change according to gender and education of parents. However, the attitude scores changed according to the income. It is amazing that the students, whose income level was highest, had low level of attitude towards German reading. It can be said that high income level affected the German reading attitudes negatively.
Assessment of Written Expression Skills of University Students in Terms of Text Completion Technique
Author: Kirbas, Abdülkadir
Date: 2017-12-25
Type: Journal Articles
Subjects: Turkish,Educational Practices,Writing (Composition),Language Skills,Higher Education,Writing Instruction,Departments,Literature,College Students,Rating Scales,Writing Evaluation,College Faculty,Connected Discourse,Foreign Countries,Qualitative Research

Writing is to transfer the visualised ideas on the paper. Writing, one of the language skills, is a significant tool of communication which provides the permanency of information conveying emotions and thoughts. Since writing has both cognitive and physical aspects, it makes writing the hardest and the latest language skill to improve. The studies show that writing activity is the most difficult skill students have difficulty. In higher education, in order to improve writing skills of students and give basic information and skills about writing skills written expression, composition and writing education lessons are taught both in the department of Turkish Language and Literature and in the departments of Turkish Language in the Faculties of Education. One of the aims of these lessons is to teach students written expression techniques together with the purposes and practices. One of the written expression techniques is text completion skill that improves student's creativity and enhances her/his imaginary world. The purpose of this study is to assess students' skills of using text completion technique with reference to the writing studies of students in higher education. the sample of the study consists of 85 college students studying in the department of Turkish Language and Literature in Gümüshane University in 2016-2017 academic year. The data of the study were obtained from the written expression studies of the students. The introduction part of the article &quot;On Reading&quot; by F. Bacon was given to the students and they were required to complete the text. 'Text Completion Rating Scale in Writing Expression' was developed to assess the data of the study by taking opinions of lecturers and Turkish education experts. The data of the study were presented with percentage and frequency rates. At the end of the study, it was concluded that students had weakness in some skills such as writing an effective body part about the topic given in the text, narrating the subject matter in logical coherence, segueing properly among paragraphs, comprehending the main theme and writing connective and impressive conclusion.
Living Mathematx: Towards a Vision for the Future
Author: Gutiérrez, Rochelle
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Sustainability,Teaching Methods,Mathematics Achievement,Conferences (Gatherings),Educational Practices,Instructional Effectiveness,Access to Education,Needs Assessment,Indigenous Knowledge,Epistemology,Mathematical Concepts,Problem Solving,Intervention,Learning Theories

This paper offers specific implications for teaching and learning and brings into conversation ideas from ethnomathematics (including Western mathematics), postcolonial theory, aesthetics, biology, and Indigenous knowledge in order to propose a new vision for practicing mathematics, what I call mathematx. I build upon the work of sustainability in mathematics education and suggest we need to think not only about more ethical ways of applying mathematics in teaching and learning but question the very nature of mathematics, who does it, and how we are affected by that practice. [For complete proceedings, see ED581294.]
Detecting Math Anxiety with a Mixture Partial Credit Model
Author: Ölmez, Ibrahim Burak
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Anxiety,Middle School Students,Models,Relevance (Education),Self Efficacy,Success,Mathematics Teachers,Student Attitudes,Mothers,Parent Background,Educational Attainment,Foreign Countries,Grade 6,Grade 7,Likert Scales,Student Characteristics,Factor Analysis,Probability,Statistical Analysis

The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more self-efficacy for mathematics than students in Class 2. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers in comparison to students in Class 2. However, gender, attending private or public schools, and education levels of fathers did not appear to differ between the classes. Capturing such fine-grained information extends recent advances in measuring math anxiety. [For complete proceedings, see ED581294.]
&quot;Theory at the Crossroads&quot;: Mapping Moments of Mathematics Education Research onto Paradigms of Inquiry
Author: Stinson, David W.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Inquiry,Educational Research,Mathematics Education,Science Education History,Concept Mapping,Educational Theories,Educational Change,Educational Trends,Educational Practices

In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical &quot;identity&quot; that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses. [For complete proceedings, see ED581294.]
Objeto Mental Fracción de Alumnos de Secundaria con Problemas de Absentismo Escolar = Mental Object for Fractions of Middle School Students with Absenteeism Problems
Author: Valenzuela García, Carlos
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Middle School Students,Secondary School Mathematics,Foreign Countries,Grade 7,Grade 8,Mathematics Tests,Mathematics Skills,Problem Solving,Learning Activities,Phenomenology,Mathematics Instruction

In this paper characterizations of mental objects for fractions of middle school students (from 12 to 14 years old) with absenteeism problems and low academic performance, are described. A test was designed as part of a research whose general purpose is to contribute in the building up of better mental objects for fractions through a teaching sequence. Items for the test were structured according to the results of a didactic phenomenology of fractions and the curricular content proposed for the last years of elementary school. Results indicate that students have a greater success in issues related to continuous model partitions phenomena, whereas they are less successful using fractions on the number line. Students cannot transfer their knowledge from an area model to a linear model to identify or represent fractions. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.]
Psychology in Mathematics Education: Past, Present, and Future
Author: Steffe, Leslie P.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Psychology,Educational History,Educational Research,Teaching Methods,Educational Change,Change Strategies,Cognitive Processes,Behaviorism,Constructivism (Learning),Outcome Based Education,Mathematics Curriculum,Curriculum Development,Elementary School Mathematics,Secondary School Mathematics

Starting with Woodworth and Thorndike's classical experiment published in 1901, major periods in mathematics education throughout 20th century and on into the current century are reviewed in terms of competing epistemological and psychological paradigms that were operating within as well as across the major periods. The periods were marked by attempts to make changes in school mathematics by adherents of the dominant paradigm. Regardless of what paradigm was dominant, the attempts essentially led to major disappointments or failures. What has been common across these attempts is the practice of basing mathematics curricula for children on the first-order mathematical knowledge of adults. I argue that rather than repeat such attempts to make wholesale changes, what is needed is to construct mathematics curricula for children that is based on the mathematics of children. Toward that end, I present several crucial radical constructivist research programs. [For complete proceedings, see ED581294.]
Analyzing Claims about Cognitive Demand and Student Learning
Author: Otten, Samuel
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Cognitive Processes,Difficulty Level,Citation Analysis,Problem Solving,Research Methodology,Task Analysis

A commonly accepted claim in mathematics education is that there is a relationship between the cognitive demand of mathematical task enactments and students' subsequent learning. One study often cited to support this claim is Stein and Lane (1996), and in 44% of those citations, Stein and Lane (1996) is the sole reference provided. Citation analysis reveals that many of these claims go beyond the warrants provided by the Stein and Lane study, either by granting more confidence in the relationship than the study design allows or by phrasing the claim causally. A few other studies are occasionally cited in conjunction with Stein and Lane (1996), but there remains a need for replication studies to provide better empirical support for claims about cognitive demand and student learning and to refine our shared understanding. [For complete proceedings, see ED581294.]
El Razonamiento de Profesoras en Formación Acerca de la Variación en Situaciones de Riesgo = Preservice Teachers&apos; Reasoning about Variation in Risk Situations
Author: Orta Amaro, José Antonio
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Student Teacher Attitudes,Abstract Reasoning,Data Analysis,Risk,Questionnaires,Games,Death,Medical Services,Information Processing,Data Interpretation,Statistics,Foreign Countries

The aim of this investigation is to explore the preservice teachers' reasoning about variation (variability or spread) when they analyze data in situations that involve risk. In particular, in this communication the responses to two problems of a questionnaire administered to 96 preservice teachers are reported. The problems are of comparing groups of data in situations of risk: stakes in games and the life expected after medical treatments. The questionnaire was applied before the preservice teachers began a course of statistical information processing and the results showed the difficulty found by students to interpret variation in this type of contexts. For these results it is necessary to reflect on the instruction of future teachers about the meanings of measures of center dispersion and dispersion to contribute to an improvement in their academic training. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.]
Estrategias Didácticas y Conocimiento Especializado de Profesores de Matemáticas. Un Caso en Álgebra Escolar = Teaching Strategies and Mathematics Teacher&apos;s Specialized Knowledge. A Case in School Algebra
Author: Sandoval, Ivonne
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Secondary School Teachers,Mathematics Teachers,Educational Strategies,Algebra,Computer Uses in Education,Classroom Techniques,Pedagogical Content Knowledge,Technological Literacy,Student Educational Objectives,Student Participation,Foreign Countries,Observation,Case Studies,Lesson Plans,Teacher Role,Teacher Student Relationship

We present results of the analysis of knowledge used by a secondary school mathematics teacher in her classroom practice. This knowledge takes shape and is displayed as specific teaching strategies in the management of her class when she incorporates Computer Algebra Systems. Based on observations of regular classes, we find that her knowledge (mathematical, pedagogical and technological) is put into action at various moments during the lesson and through a variety of teaching strategies. These strategies depend on many factors, such as the planned objective of the lesson, the specific moment in the class, student participation, and the use of technological tools. Within such complexity, the teacher applies her teaching strategies in a flexible way, and manages to control and even modify the course of her class. [This paper is written in both Spanish and English. For complete proceedings, see ED581294.]
Preservice Secondary Mathematics Teachers&apos; Statistical Knowledge: A Snapshot of Strengths and Weaknesses
Author: Lovett, Jennifer N.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Knowledge Base for Teaching,Pedagogical Content Knowledge,High Schools,Methods Courses,Mathematical Concepts,Concept Formation,Mathematics Tests,Statistical Analysis,Scores

Amid the implementation of new curriculum standard regarding statistics and new recommendations for preservice secondary mathematics teachers [PSMTs] to teach statistics, there is a need to examine the current state of PSMTs' common statistical knowledge. This study reports on the statistical knowledge 217 PSMTs from a purposeful sample of 18 universities across the United States. The results show that PSMTs may not have strong common statistical knowledge that is needed to teach statistics to high school students. PSMTs' strengths include identifying appropriate measures of center, while weaknesses involve issues with variability, sampling distributions, pvalues, and confidence intervals. [For complete proceedings, see ED581294.]
Elementary Mathematics Specialists: Ensuring the Intersection of Research and Practice
Author: McGatha, Maggie B.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Specialists,Mathematics Education,Theory Practice Relationship,Inservice Teacher Education,Faculty Development,Mathematics Teachers,Coaching (Performance)

This paper provides a historical overview of the role and impact of elementary mathematics specialists as well as current implications and opportunities for the field. Furthermore, suggestions are offered for the mathematics education field for ensuring the intersection of practice and research. [For complete proceedings, see ED581294.]