ethanporcaro/eric-fulltext-meta huggingface dataset:
School and Work: Connections Made by South African and Australian Primary School Children
Author: Watson, Mark
Date: 2007-00-00
Type: Journal Articles
Subjects: Education Work Relationship,Foreign Countries,Cross Cultural Studies,Elementary School Students,Career Awareness,Student Attitudes,Gender Differences,Extracurricular Activities,Career Education,Career Development,Measures (Individuals),Coding,Statistical Analysis,Student Surveys

This exploratory-descriptive research focuses on whether children can connect school-based experiences to future jobs that interest them. A cross-national sample of 497 South African and 365 Australian upper primary school children participated in the study. The data from one item of the Revised Career Awareness Survey were analysed using descriptive and inferential statistics. Differences between nation and gender were examined. The results revealed that the majority of children were able to make curricular, extra-curricular, or general school connections to future jobs that interested them. Males made fewer curricular and general school connections and more connections to extra-curricular activities than females. The implications of the findings for career education in primary schools and for future research are discussed.
Design Research on Ratio and Proportion Learning by Using Ratio Table and Graph with Oku Timur Context at the 7th Grade
Author: Muttaqin, Haniful
Date: 2017-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Grade 7,Graphs,Tables (Data),Mathematical Logic,Comparative Analysis,Pretests Posttests,Problem Solving,Foreign Countries,Research Design

This research was motivated by several studies which show that students have difficulties in understanding the material ratio, wherein one contributing factor is the lack of ability in proportional reasoning. The purpose of this study is to produce a trajectory of learning to help students develop abilities in comparison reasoning. Solution strategies in this study were the ratio tables and graphs using PMRI approach (Indonesian Realistic Mathematics Education) with OKU Timur context. This research was conducted in MTs Subulussalam 2 Sriwangi Ulu OKU Timur. The method used was design research with three stages, those are the preliminary experiment, design experiment, and retrospective analysis. At the preliminary experiment, researchers designed the Hypothetical Learning Trajectory (HLT). At the design experiment, HLT tested on students to develop informal knowledge into a formal knowledge of mathematics through activities. The trial results were analyzed in a retrospective analysis phase so that the trajectory of learning or Learning Trajectory (LT) resulted.
An Industry-Sponsored, School-Focused Model for Continuing Professional Development of Technology Teachers
Author: Engelbrecht, Werner
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Continuing Education,Faculty Development,Technology Education,Partnerships in Education,Trade and Industrial Education,Trade and Industrial Teachers,School Business Relationship,Private Financial Support,Models,Training Methods,Educational Needs,Appropriate Technology,College Faculty,College Programs

Traditionally a divide has existed between faculties of education at higher education institutions (HEIs) and trade and industry, but the business sector is increasingly buying into community development with corporate social investment, especially regarding technology education. We report on a continuing professional teacher development (CPTD) model, which entails trade and industry sponsoring learning and teacher support material (LTSM) for technology education in under-resourced schools, paying for LTSM through their corporate social investment funds, and sponsoring CPTD of technology teachers where they are trained to use LTSM more efficiently. Trade and industry, together with HEIs and Departments of Education (DoE), could change the traditional concept that CPTD is the responsibility of DoEs into a new model where the business sector shares some of the responsibility for equipping teachers so that they can provide quality education. We argue that custom-made and sponsored LTSM and CPTD play an important role in the training and empowerment of technology teachers.
Teacher Empowerment: School Administrators' Roles
Author: Balyer, Aydin
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Administrator Role,Qualitative Research,Content Analysis,Trust (Psychology),Faculty Development,Self Efficacy,Teacher Administrator Relationship,Teacher Attitudes,Participative Decision Making,Professional Autonomy,Social Status,Semi Structured Interviews,Teacher Surveys,Foreign Countries

Purpose: Teacher empowerment involves investing teachers with the right to participate in the determination of school goals and policies as informed by their professional judgment. By empowering teachers, teachers can discover their potential and limitations for themselves as well as developing competence in their professional development. This makes teacher empowerment a crucial issue. The primary aim of this research is to determine school administrators' roles in empowering the teachers at their schools. Research Method: In this study, the researcher used a qualitative research design. The data were analyzed in accordance with the content analysis method. The researcher interviewed 20 teachers through over the course of this study. The researcher chose the respondents according to the purposive sampling method. Results: The results reveal that administrators have empowered these teachers by providing opportunities for shared decision-making, improving their status, making schools more attractive places, building relationships on principles of trust and creating good communication among teachers. However, administrators do not adequately support their professional development, develop their self-efficacy, support their autonomy or employ them in some managerial roles. Implications for Research and Practice: One main conclusion arising from the research is that administrators empower teachers by providing shared decision-making, improving their status, making schools more attractive places, building relationships depending on trust and creating good communication among teachers. However, administrators do not support their professional development adequately, develop their self-efficacy, support their autonomy or employ them in some managerial roles.
Examining of Model Eliciting Activities Developed by Mathematics Student Teachers
Author: Dede, Ayse Tekin
Date: 2017-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Student Teachers,Mathematical Models,Qualitative Research,Case Studies,Semi Structured Interviews,Foreign Countries,Problem Solving,Secondary School Mathematics,Mathematics Teachers

The purpose of this study is to examine the model eliciting activities developed by the mathematics student teachers in the context of the principles of the model eliciting activities. The participants of the study conducted as a case study design were twenty one mathematics student teachers working on seven groups. The data collection tools were the developed model eliciting activities and semi-structured interviews. The model eliciting activities and the transcriptions of the interviews were deeply analyzed based on the principles. The results showed that while one group's activity was not a model eliciting activity, the ones of two groups were appropriate to the all principles. Other model eliciting activities were completely or partly appropriate to the principles. It was seen that the reality and model construction principles were binding role in developing these activities. The self-assessment and construct documentation principles were directly related to each other. The construct share ability and reusability, and effective prototype principles were the principles which were associated with the others and could be elicited effectively by tracking future implementations.
Implementing Inquiry-Based Learning and Examining the Effects in Junior College Probability Lessons
Author: Chong, Jessie Siew Yin
Date: 2017-07-00
Type: Journal Articles
Subjects: Probability,Inquiry,Problem Solving,Teaching Methods,Mathematics Instruction,Scoring Rubrics,Check Lists,Statistical Analysis,Foreign Countries,Grade 11,Grade 12,Secondary School Students,College Preparation,Mathematics Skills,Creativity

This study examined how Year 12 students use their inquiry skills in solving conditional probability questions by means of Inquiry-Based Learning application. The participants consisted of 66 students of similar academic abilities in Mathematics, selected from three classes, along with their respective teachers. Observational rubric and lesson observation checklist were used as the data collection instruments. The results obtained were analyzed and then quantitatively reported. Findings from the observational rubric revealed that Year 12 students were able to understand most of the questions during the activity, but they only select and use one previously learned method to solve the questions during the activity. In addition, these students rarely seek and asked probing questions during the activity. They only used words, diagrams and numbers to interpret the solutions to the questions and make connections between them but with few mistakes detected.
The Relationship between Resilience and the Big Five Personality Traits in Emerging Adulthood
Author: Ercan, Hulya
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Resilience (Psychology),Personality Traits,Statistical Analysis,Undergraduate Students,Developmental Stages,Sampling,Check Lists,Personality Measures,Regression (Statistics),Neurosis,Extraversion Introversion,Scores,Longitudinal Studies,Cross Cultural Studies,Research Needs,Foreign Countries,Self Concept,Interpersonal Competence,Family Relationship,Social Capital

Purpose: The factors related with resilience, which is an important element of positive psychology, are still being discussed. The main purpose of this study is to examine the relationship between the resilience levels of individuals in emerging adulthood and the big five personality traits. Research Methods: Using a quantitative approach, the present study has been conducted based on a correlational descriptive model. The study group consists of 392 undergraduate students. The participants were selected through a purposeful sampling method. The participants were asked to fill out personal information forms and the Resilience Scale for Adults and take an Adjective-Based Personality Test. The correlation, t-test and multiple linear regression analyses were conducted to establish the relationships between the variables. Findings: As a result of the analyses, relationships were established between the sub-dimensions of resilience and the sub-dimensions of big five personality traits at various levels that appeared to support the body of literature. On the other hand, it was found that all the sub-dimensions of the big five personality traits presented statistically significant differences based on being resilient or non-resilient. Lastly, it was established that three sub-dimensions of the big five personality traits--namely conscientiousness, neuroticism and extroversion--together accounted for 34% of the total resilience scores of the participants. Implications for Research and Practice: It can be argued that the findings thus achieved present indicators as to the use of big five personality traits in accounting for psychological resilience. For future studies, it is recommended that longitudinal studies in particular, be included for the purview of the research and that intercultural comparative studies be carried out.
On Using Various Mathematics Instructions versus Traditional Instruction: An Action Research
Author: Alzabut, Jehad
Date: 2017-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Conventional Instruction,Action Research,Calculus,Foreign Countries,College Mathematics,Lecture Method,Student Surveys,Questionnaires,Student Attitudes,Teacher Effectiveness,Teacher Student Relationship,Classroom Techniques,Video Technology

In this research, I provide an overview of potentially selected interactive mathematical instructions that help learners-educators identifying the most effective practices for teaching a course on differential equations. Based on my practical experience, positive and negative aspects of the used techniques are discussed. Immediate reactions on the disadvantages of the implementation of these different instructions have been successfully demonstrated throughout the practices. I conduct a survey in form of a questionnaire asking the learners about their opinions in this experience from which conclusion and recommendation are drawn and proposed to use in the process of teaching and learning next semesters.
Entrepreneurship Education and Training at the Further Education and Training (FET) Level in South Africa
Author: Isaacs, Eslyn
Date: 2007-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Small Businesses,Role,Outcomes of Education,Teacher Education,Educational Resources,Barriers,Poverty,Employment,Foreign Countries,Continuing Education,Economic Development,High School Students,Curriculum

We assessed the levels of entrepreneurship education and training at the Further Education and Training (FET) level in a South African context. We are of the opinion that entrepreneurship education and training (of necessity) must fulfill a primary role in preparing our youth for their future. Evidence from elsewhere, in particular industrialised countries, indicates that entrepreneurship education and training at school level play important roles in the contribution to economic growth. Experts in the field of entrepreneurship believe that the contribution of small to medium-sized enterprises (SMEs) to the growth of our country can be much higher if entrepreneurship education is implemented at school levels. Entrepreneurship is now one of the outcomes of Grades R-12. However, our research clearly showed that various problems in schools hinder the effective implementation of entrepreneurship education, some of which are poorly trained educators and lack of adequate resources. Better entrepreneurship education could make a significant contribution to job creation and ultimately to poverty alleviation.
The Effects of Model Making on Design and Learning in Landscape Architecture Education
Author: Duzenli, Tugba
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Design,Architectural Education,Architecture,Foreign Countries,College Students,Human Factors Engineering,Aesthetics,Creativity,Realism,Equipment,Statistical Analysis,Questionnaires

Purpose: One of the modeling methods used in the training of all design disciplines is physical model making. This study investigates the model-making technique and emphasizes the positive effects of model-making and its utility in the academic setting in order to understand its effects on design and learning. The &quot;Equipment Design&quot; course, taken in the 3rd academic semester at the Landscape Architecture Department at Karadeniz Technical University, was addressed as the application for this study. This course aims to convey to students the knowledge of how to utilize equipment in the design process in terms of ergonomics and aesthetics. The objective of the course is to design creative equipment that has appropriate dimensions and form that integrates with the selected activity. During the course, the students were assigned a sitting activity as a design problem and asked to design unique seating equipment and to express it through a model. Research Methods: In the first phase, the intention was to explore how students analyzed the seating activity through the model and how they interpreted the relationships among the dimensions, form and equipment in their designs, and thus equipment models were investigated accordingly. In the second phase, a survey study developed examines the effects of the model technique on the design process and student learning. Thus, the effects of the model-making technique on the level of teaching in the Equipment Design course were determined. Findings: Consequently, it was determined that students' notions of design develops through model making and that making a model of the seating equipment was found to be an instructive method for students of landscape architecture in terms of dimensions, form and material. Implications for Research and Practice: the &quot;Equipment Design&quot; course can contribute to the design processes of students especially in terms of creativity and realism. The model making approach facilitates students' understanding of dimension, form and the dimension-form relationship and material and the material-form relationship in the learning process, while contributing greatly to the development of the students' design processes.
Our Prospective Mathematic Teachers Are Not Critical Thinkers Yet
Author: As'ari, Abdur Rahman
Date: 2017-07-00
Type: Journal Articles
Subjects: Mathematics Education,Critical Thinking,Thinking Skills,Preservice Teachers,Mathematics Teachers,Foreign Countries,Teacher Competencies,Problem Solving,Mathematical Concepts,Case Studies,Interviews

In order to help students develop their critical thinking skills, teachers need to model the critical thinking skills and dispositions in front of their students. Unfortunately, very rare studies investigating prospective teachers' readiness in critical thinking dispositions are available in the field of mathematics education. This study was intended to investigate the level of critical thinking disposition of prospective mathematics teachers. Using vase study methods, three studies were done in Malang.Three levels of critical thinkers were identified from these case studies namely: non-critical thinker, emergent critical thinker, developing critical thinker. Majority of prospective mathematics teachers' critical thinking dispositions are at the non-critical thinker level. Only a few of them are at the emergent critical thinker, and very rare at the developing critical thinker level. It can be concluded that prospective mathematics teachers are not critical thinker yet. Teacher education institutions need to reform their curriculum and instructional practices to improve their students critical thinking skills and dispositions.
Sundanese Ethnomathematics: Mathematical Activities in Estimating, Measuring, and Making Patterns
Author: Muhtadi, Dedi
Date: 2017-07-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Activities,Mathematics Instruction,Mathematical Concepts,Foreign Countries,Computation,Ethnology,Ethnography,Geometry

Mathematics is a form of culture integrated in all aspects of society, wherever there are, including the sundanese ethnic communities. This enables the mathematical concepts embedded in cultural practices and recognizes that all people develop a special way of doing mathematics called ethnomathematics activities. Sundanese ethnomathematics is mathematics in sundanese culture implemented in community activities. Sundanese ethnic sundanese people living in the area of West Java Indonesia, speaking sundanese language, and having activities reflecting sundanese culture. Sundanese ethnomathematics in this study has three activities, namely estimating, measuring, and making patterns appearing in the activities in term of &quot;kibik&quot; (a unit for measuring volume), &quot;bata&quot; (a unit for measuring surface area), and path &quot;pihuntuan&quot; (a model of cane work).
A Meta-Analysis of the Effectiveness of Alternative Assessment Techniques
Author: Gozuyesil, Eda
Date: 2017-00-00
Type: Journal Articles
Subjects: Meta Analysis,Alternative Assessment,Evaluation Methods,Academic Achievement,Effect Size,Institutional Characteristics,Instructional Program Divisions,Reports,Journal Articles,Conference Papers,Outcome Measures,Measurement Techniques,Literature Reviews

Purpose: Recent trends have encouraged the use of alternative assessment tools in class in line with the recommendations made by the updated curricula. It is of great importance to understand how alternative assessment affects students' academic outcomes and which techniques are most effective in which contexts. This study aims to examine the impact of alternative assessment techniques on achievement. Research Methods: In the study, a meta-analysis was conducted to combine the effect sizes of the primary studies during data collection and data analysis. Findings: Data analysis indicated that alternative assessment techniques have a significant and positive effect (d = 0.84) on students' academic achievement. Such techniques have been found to be more effective in Mathematics courses (d = 0.84), and the effect of using portfolios in class (d = 1.01) is worthy of note. In accordance with the moderator analysis, whereas the effect sizes do not significantly vary in terms of subject matter and type of alternative assessment technique, there is a significant difference in the effect sizes in terms of school levels of students. Implications for Research and Practice: The results highlighted portfolios as a highly effective assessment technique for students' academic achievements, and it revealed the impact of alternative assessment techniques on enhancing academic outcome. However, the low effectiveness of authentic assessment at the primary level may be associated with the development of creativity and critical thinking skills over time.
Stressors in the Professional Lives of South African Secondary School Educators
Author: Schulze, Salomé
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Stress Variables,Negative Attitudes,Learning Motivation,Student Behavior,Self Concept,Student Attitudes,Secondary School Students,Self Esteem,Questionnaires,Teacher Attitudes,Parent Participation,Gender Differences,Faculty Workload,Acquired Immunodeficiency Syndrome (AIDS),Curriculum,Teacher Role,Role Conflict,Interpersonal Relationship,Personality Traits,Teacher Characteristics

We identify current stressors in the professional lives of South African secondary school educators. The study was exploratory, using a questionnaire, which listed 19 possible causes of stress and was completed by 987 educators from all racial groups and provinces in the country. South African educators in general currently experience the following as stressors: uninvolved parents, poor learner discipline, lack of learner motivation, learners' negative attitudes towards themselves, numerous changes inside and outside the school, and lack of self-esteem. Male and female educators differed significantly in their perceptions of some stressors. Educators with six to 15 years of experience and who were between 36 and 45 years old differed significantly from others on some issues.