ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Graduate Education and Transcending Biases in Music Teachers' Professional Development
Author: Laor, Lia
Date: 2015-01-00
Type: Journal Articles
Subjects: Faculty Development,Professional Continuing Education,Music Teachers,Music Education,Graduate Study,Mixed Methods Research,Case Studies,Semi Structured Interviews,Graduate Students,Questionnaires,Student Experience,Student Attitudes,Bias,Professional Identity,Content Analysis,Research,Curriculum,Communities of Practice,Theory Practice Relationship,Student Behavior,Foreign Countries

Research concerning professional development and its contribution to the formation of professional identity is prevalent in both general and music education. However, its implications for music educators in the context of graduate programs for music education are seldom discussed. This mixed-methods case study examined experienced music teachers' perceptions during and after participation in a two-year teacher-college graduate program for music education. These M.Ed. students (n = 22) underwent semi-structured interviews after Year 1 and completed closed and open questionnaires after Years 1 and 2, assessing students' evaluation of the experienced curriculum and of its contribution to their professional development, thereby eliciting biases regarding the characteristics of music teachers'professional identities. Content analysis of qualitative data yielded four global categories: music versus education, research relevance for music educators, desired curriculum, and community of learners. Qualitative and quantitative results revealed students' criticism of the experienced curriculum. Regarding the program's contribution (quantitative results), students reported developing more positive attitudes toward the pursuit of music education and research but reported only minimally changing their traditionally negative views about the relevance of research and educational theory to their training. Although students' behavioral practice changed significantly during graduate studies (quantitative results), changes did not achieve conscious awareness (thus were not evident in the qualitative and some quantitative results). Outcomes suggest that resolving the traditional conflict between the roles of educator and musician, and acceptance of the researcher role within one's multifaceted professional identity, may foster teachers' inquisitiveness and critical ability and may lead music educators to join in establishing a community that more unbiasedly espouses both music education and empirical inquiry.
Differences in Perceptions of the Importance of Subject Matter Knowledge and How These Shaped Supervision and Assessment of Student Teachers on Teaching Practice
Author: Mudavanhu, Young
Date: 2015-01-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Teacher Attitudes,Pedagogical Content Knowledge,Knowledge Base for Teaching,Supervision,Qualitative Research,Group Discussion,Interviews,Documentation,Content Analysis,Teacher Characteristics,Attitude Measures,Science Education,Foreign Countries,Student Teacher Supervisors,College Faculty,Secondary School Teachers,Teacher Role,Science Teachers,Case Studies,Workshops,Student Teacher Evaluation,Mentors,Planning

The purpose of the study was to establish lecturers and student teachers' perceptions of the importance of subject matter knowledge and how these views affected supervision and assessment of pre-service and in-service science teachers at University of Mashonaland (pseudonym) in Zimbabwe. The study was largely qualitative and used group discussions, interviews and document analysis to collect data. Lecturers that offered professional courses had varied backgrounds with the majority claiming a background in science education at university level and a large number did not study science beyond Ordinary Level. There were mixed feelings about quality of supervision and assessment received from lecturers who did not have sound science knowledge. Student teachers thought they did not benefit much from supervision by non-science educators and their view was supported by science educators. On the other hand lecturers with no science background insisted they were competent to assess documents and live lessons conducted by the student teachers. Further research was recommended to determine qualitative and quantitative differences in supervision and assessment by lecturers with different backgrounds in science education.
Income Sustainability through Educational Attainment
Author: Carlson, Ronald H.
Date: 2015-01-00
Type: Journal Articles
Subjects: Income,Sustainability,Educational Attainment,Economic Climate,Gender Differences,Prediction,Living Standards,Correlation,Outcomes of Education,Salaries,Bachelors Degrees,Statistical Analysis,Costs,Higher Education,Misconceptions,High School Graduates,College Graduates,Dropouts,Associate Degrees,Masters Degrees,Doctoral Degrees

The authors examined the sustainability of income, as it relates to educational attainment, from the two recent decades, which includes three significant economic downturns. The data was analyzed to determine trends in the wealth gap, parsed by educational attainment and gender. Utilizing the data from 1991 through 2010, predictions in changes in the wealth gap and standard of living, as it relates to educational attainment, was made through the year 2030. The research supported a positive correlation between education levels and salaries, independent of economic conditions in the United States. Thus, the higher the education level achieved, the higher the earnings, and the lower the volatility during periods of economic downturn. Furthermore, the results indicated that a Bachelor Degree only ensured equilibrium with inflationary increases over the two decades. The real earnings, adjusted for inflation, of all educational levels below the Bachelor's Degree declined over the twenty year period. Thus, the wealth gap is increasing as real earnings have stayed constant or declined for nearly 90% of all workers in the United States. In addition, while there is still a significant gap between female and male earnings, females fared significantly better than their male counterparts, in terms of changes in annual earning's. The predictions have shown that the wealth gap will continue to widen over the next two decades, based on current trends. In general terms, the authors conclude that the buying power and standard of living in the United States is declining for all education levels below a Bachelor's Degree.
Inter-Professional Collaboration: Early Childhood Educators and Medical Therapist Working within a Collaboration
Author: Hong, Seong Bock
Date: 2015-01-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Early Childhood Education,Allied Health Personnel,Cooperation,Early Intervention,Special Education Teachers,Special Education,Reggio Emilia Approach,Inclusion,Interdisciplinary Approach,Shared Resources and Services,Structured Interviews

Children with special needs present a unique set of challenges that require the services of specially trained educators and therapists. However, the various therapies and educational strategies are compartmentalized among these professionals. There is little interaction between educators and therapists that promote early childhood education and development. The purpose of this paper is to investigate the perceived impact of early childhood educators and medical therapists using a structured case study interview. The findings indicated that transference of professional knowledge impacts best practice for both professionals. This paper contributes to the unique perspectives of the medical community; and the connection between medicine, education, and the benefits and challenges of a transdisciplinary approach. This paper also provides insight on how to collaborate better to improve outcomes of teamwork and to develop coordinated approaches to education and service delivery to improve the efficiencies of both professionals.
Learning from Errors: Effects of Teachers Training on Students' Attitudes towards and Their Individual Use of Errors
Author: Rach, Stefanie
Date: 2013-00-00
Type: Journal Articles
Subjects: Error Patterns,Student Attitudes,Grade 6,Grade 7,Grade 8,Grade 9,Learning Strategies,Teaching Methods,Teacher Education,Knowledge Level,Mathematics Instruction,Classroom Environment,Quasiexperimental Design,Foreign Countries,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Likert Scales

Constructive error handling is considered an important factor for individual learning processes. In a quasi-experimental study with Grades 6 to 9 students, we investigate effects on students' attitudes towards errors as learning opportunities in two conditions: an error-tolerant classroom culture, and the first condition along with additional teaching of strategies for analyzing errors. Our findings show positive effects of the error-tolerant classroom culture on the affective level, whereas students are not influenced by the cognitive support. There is no evidence for differential effects for student groups with different attitudes towards errors.
Digital Technology in Mathematics Education: Why It Works (Or Doesn't)
Author: Drijvers, Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Mathematics Instruction,Teaching Methods,Teacher Role,Technology Integration,College Mathematics,Graphing Calculators,Educational History,Algebra,Secondary School Mathematics,Calculus,Geometry,Computer Oriented Programs,Telecommunications,Handheld Devices,Faculty Development,Foreign Countries,Case Studies

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive success factors are identified. This leads to the conclusion that crucial factors for the success of digital technology in mathematics education include the design of the digital tool and corresponding tasks exploiting the tool's pedagogical potential, the role of the teacher and the educational context.
Listening to &quot;How the Patient Presents Herself&quot;: A Case Study of a Doctor-Patient Interaction in an Emergency Room
Author: Delbene, Roxana
Date: 2015-03-00
Type: Journal Articles
Subjects: Case Studies,Physician Patient Relationship,Interaction,Patients,Physicians,Hospitals,Ethnography,Phenomenology,Listening Skills,Personal Narratives,Context Effect,Identification (Psychology),Medicine,Participant Observation,Notetaking

This is a case-study based on a micro-ethnography analyzing a doctor-patient interaction in an emergency room (ER) in New York City. Drawing on the framework of narrative medicine (Charon, 2006), the study examines how a phenomenological approach to listening to the patient facilitated the patient's narrative orientation not only to relevant clinical information (her kidney transplant) but also to the construction of her identity as a &quot;responsible patient.&quot; The influence of the so-called &quot;prior context&quot; (i.e., triage interview and the electronic medical record, EMR) is observed as constituting an institutional narrative that may shape patients' (clinical) identities. This case study illustrates how a narrative medicine approach based on attention, representation, and affiliation helps balance the heteroglossia of voices to which the doctor is exposed. It is also argued that this approach restores patients' own personal narratives while contributing to patients' agency in building their own storytelling and identities. This study may hold educational value for patients, medical students, and health care practitioners in general.
The Distributed Nature of Pattern Generalization
Author: Rivera, Ferdinand
Date: 2015-00-00
Type: Journal Articles
Subjects: Pattern Recognition,Algebra,Mathematical Concepts,Generalization,Cognitive Processes,Context Effect,Task Analysis

Drawing on a review of recent work conducted in the area of pattern generalization (PG), this paper makes a case for a distributed view of PG, which basically situates processing ability in terms of convergences among several different factors that influence PG. Consequently, the distributed nature leads to different types of PG that depend on the nature of a given PG task and a host of cognitive, sociocultural, classroom-related, and unexplored factors. Individual learners draw on a complex net of parallel choices, where every choice depends on the strength of ongoing training and connections among factors, with some factors appearing to be more predictable than others.
(Dis)Orientation and Spatial Sense: Topological Thinking in the Middle Grades
Author: de Freitas, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Spatial Ability,Geometric Concepts,Perception,Case Studies,Orientation,Topology,Mathematics Instruction,Workshops,Nonverbal Communication,Motion,Interviews

In this paper, we focus on topological approaches to space and we argue that experiences with topology allow middle school students to develop a more robust understanding of orientation and dimension. We frame our argument in terms of the phenomenological literature on perception and corporeal space. We discuss findings from a quasi-experimental study engaging 9 grades 5-8 students (10-13 years old) in a 6-week series of school-based workshops focused on knot theory. We discuss video data that shows how students engage with the intrinsic disorientation of mathematical knots through the use of gesture and movement.
Using Crises, Feedback, and Fading for Online Task Design
Author: Bokhove, Christian
Date: 2014-00-00
Type: Journal Articles
Subjects: Task Analysis,Design,Feedback (Response),Mathematical Models,Problem Solving,Cognitive Processes,Difficulty Level,Equations (Mathematics),Formative Evaluation,Summative Evaluation,Case Studies,Foreign Countries

A recent discussion involves the elaboration on possible design principles for sequences of tasks. This paper builds on three principles, as described by Bokhove and Drijvers (2012a). A model with ingredients of crises, feedback and fading of sequences with near-similar tasks can be used to address both procedural fluency and conceptual understanding in an online environment. Apart from theoretical underpinnings, this is demonstrated by analyzing a case example from a study conducted in nine schools in the Netherlands. Together with quantitative results of the underlying study, it is showed that the model described could be a fruitful addition to the task design repertoire.
Generalizing Is Necessary or Even Unavoidable
Author: Otte, Michael F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Generalization,Geometric Concepts,Algebra,Mathematics Education,Mathematical Logic,Thinking Skills,Epistemology,Educational Theories

The problems of geometry and mechanics have driven forward the generalization of the concepts of number and function. This shows how application and generalization together prevent that mathematics becomes a mere formalism. Thoughts are signs and signs have meaning within a certain context. Meaning is a function of a term: This function produces a pattern. Algebra or modern axiomatic come to mind, as examples. However, strictly formalistic mathematics did not pay sufficient attention to the fact that modern axiomatic theories require a complementary element, in terms of intended applications or models, not to end up in a merely formal game.
Motivational Effect of Web-Based Simulation Game in Teaching Operations Management
Author: Nguyen, Tung Nhu
Date: 2015-03-00
Type: Journal Articles
Subjects: Educational Games,Student Motivation,Technology Uses in Education,Computer Simulation,Quasiexperimental Design,Comparative Analysis,Control Groups,Experimental Groups,Foreign Countries,College Students,Problem Based Learning,Business Administration Education,Likert Scales,Student Attitudes,Instructional Effectiveness,Statistical Analysis,Teaching Methods

Motivational effects during a simulated educational game should be studied because a general concern of lecturers is motivating students and increasing their knowledge. Given advances in internet technology, traditional short in-class games are being substituted with long web-based games. To maximize the benefits of web-based simulation games, a game should instill intrinsic motivation in students and encourage them to adopt deep-learning strategies. We have conducted a quasi-experimental study of 53 students, divided into game and no-game groups, as part of an operations management course. During the course, the game group played a web-based simulation game lasting 7 days; the no-game group did not play this game at all. The findings revealed that students who played the game experienced a deeper level of learning. However, students who did not play the game felt more competent and exerted greater efforts. These results are useful for challenging the assumed benefits of educational games at motivating students. Furthermore, our findings open up opportunities for finding more factors that affect the motivation and behavior of individual students.
Forms of Generalization in Students Experiencing Mathematical Learning Difficulties
Author: Santi, George
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Learning Problems,Generalization,Special Needs Students,Intervention,Theories,Reflection,Computer Software,Handheld Devices,Educational Technology,Teaching Methods,Mathematics Skills,Mathematical Logic,Learning Disabilities,Student Needs,Computer Simulation,Adolescents,Males

We shift the view of a special needs student away from the acknowledged view, that is as a student who requires interventions to restore a currently expected functioning behaviour, introducing a new paradigm to frame special needs students' learning of mathematics. We use the theory of objectification and the new paradigm to look at (and characterize) students' learning experiences in mathematics as generalizing reflexive mediated activity. In particular, from this perspective, we present examples of shifts to higher levels of generalization of a student with mathematical learning difficulties working with Mak-Trace, a Logo-like educational software for the iPad.
Vocational Pedagogies: The Science of Teaching or the Teaching of Science?
Author: Hobley, Janet
Date: 2015-03-00
Type: Journal Articles
Subjects: Vocational Education,Teaching Methods,Knowledge Base for Teaching,Theories,Teacher Attitudes,Case Studies,Communities of Practice,Mentors,Teacher Competencies

This paper draws on recent reports and articles concerning vocational education and training which in 2014 aim to offer a theoretical underpinning for vocational pedagogy and one that promotes a greater understanding of how the &quot;practical knowledge&quot; within vocational education and training can be developed through a consideration of different pedagogic practices. What these reports fail to do however is to address a consideration of the &quot;theoretical knowledge&quot; within vocational areas of study currently on offer. This article, therefore seeks to provide an alternative view of vocational pedagogy that arises from a practitioner perspective of teaching science to vocational &quot;subjects&quot; for a number of years. Hence it is an attempt to reframe the arguments for vocational pedagogy into a consideration of the teaching of &quot;science&quot; within vocational education rather than an analysis of the newly defined concept of vocational pedagogy which implies that teaching vocational subjects is an art in itself.
Middle Level Students' Goal Orientations and Motivation
Author: Mensah, Emmanuel
Date: 2015-03-00
Type: Journal Articles
Subjects: Middle School Students,Phenomenology,Student Attitudes,Goal Orientation,Student Experience,Student Motivation,Middle School Teachers,Focus Groups,Mastery Learning,Performance,Learner Engagement,Teacher Characteristics,Relevance (Education),Teaching Methods,Teacher Student Relationship,Semi Structured Interviews,Grades (Scholastic),Lifelong Learning

The study used a phenomenological lens to explore middle level classroom goal perceptions and classroom experiences that were pivotal in motivating students to achieve their learning goals. A total of 46 participants (31 students and 15 teachers) from two middle schools in a Midwestern city participated in focus group discussions and one-on-one interview sessions respectively. Findings indicated that teachers endorsed long-term goals with mastery emphasis. However, students' classroom goals were more performance and less mastery oriented. In addition, thematic analyses of participants' perspectives showed that: classroom lessons that are more engaging, teachers' positive disposition and personality, personal connection with learning experience, application of varied instructions, and supportive teacher relationships are key classroom experiences in driving middle level students to achieve their learning goals. Implications for middle level classroom instructions and future research directions have been discussed.
Networking Theories by Iterative Unpacking
Author: Koichu, Boris
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Problem Solving,Heuristics,Mathematics Education,Research Methodology,Learning Theories,Cognitive Processes,Concept Formation

An iterative unpacking strategy consists of sequencing empirically-based theoretical developments so that at each step of theorizing one theory serves as an overarching conceptual framework, in which another theory, either existing or emerging, is embedded in order to elaborate on the chosen element(s) of the overarching theory. The strategy is presented in this paper by means of reflections on how it was used in several empirical studies and by means of a non-example. The article concludes with a discussion of affordances and limitations of the strategy.
Different Possibilities to Learn from the Same Task
Author: Kullberg, Angelika
Date: 2014-00-00
Type: Journal Articles
Subjects: Task Analysis,Learning Strategies,Mathematics Curriculum,Mathematics Education,Instructional Design,Lesson Plans,Grade 8,Fidelity,Teaching Methods,Curriculum Implementation,Teaching Models,Teaching Styles,Cooperative Planning,Educational Practices,Foreign Countries,Mathematics Activities

In this paper we focus on variation of the design and the implementation of a specific task during three mathematics lessons in the 8th grade in a learning study (Marton &amp; Tsui, 2004; Runesson, 2008). The theme of the lesson was division, with a denominator between 0 and 1. The teachers wanted their students to understand that when dividing with a denominator less than 1, the quotient is larger than the numerator. Four teachers collaboratively planned, analyzed and revised three lessons in a cyclic process. The study shows that the implementation of the task changed between the lessons. Although the same task was used in the lessons, the way it was enacted provided different possibilities to learn.