ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Appraisal of Various Aspects of the Efficiency of Homogeneous and Heterogeneous Learning Groups
Author: Cotic, Mara
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Instruction,Grouping (Instructional Purposes),Heterogeneous Grouping,Homogeneous Grouping,Instructional Effectiveness,Educational Benefits,Learning Motivation,Mathematics Achievement,Student Diversity,Teaching Methods,Faculty Development,Personality Traits,Student Characteristics,Cooperative Learning,Learning Activities,Parent Teacher Cooperation,Efficiency,Elementary School Teachers,Student Behavior,Socioeconomic Status,Foreign Countries

In the present study, we were interested in the appraisal by teachers who have had experience with an individual form of differentiation of the efficiency of grouping learners into homogenous or heterogeneous groups. In the study, seven aspects were thus considered: (1) the learning performance and motivation of learners, (2) the learners' activity, (3) didactic ways of adapting teaching to diverse learners, (4) the impact on the formation of learners' personality, (5) cooperation among learners, (6) opportunities for professional development, and (7) cooperation with parents. The research has shown that there is a statistically significant difference between the teachers who teach in homogeneous groups and the teachers who teach in heterogeneous groups in all the seven aspects of the appraisal of the efficiency of grouping learners into homogenous or heterogeneous groups. Regarding most of the assertions, teachers belonging to both groups perceive the way of teaching they perform as having the most advantages.
Unsupervised Machine Learning to Classify Language Dimensions to Constitute the Linguistic Complexity of Mathematical Word Problems
Author: Bednorz, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Classification,Mathematics Instruction,Difficulty Level,Barriers,Problem Solving,Correlation,Artificial Intelligence,Models,Intervention,Instructional Design,Teaching Methods,Learning Processes,Secondary School Students,Textbooks,Foreign Countries,Factor Analysis,Academic Language,Language Usage,Computational Linguistics

The study examines language dimensions of mathematical word problems and the classification of mathematical word problems according to these dimensions with unsupervised machine learning (ML) techniques. Previous research suggests that the language dimensions are important for mathematical word problems because it has an influence on the linguistic complexity of word problems.Depending on the linguistic complexity students can have language obstacles to solve mathematical word problems. A lot of research in mathematics education research focus on the analysis on the linguistic complexity based on theoretical build language dimensions. To date, however it has been unclear what empirical relationship between the linguistic features exist for mathematical word problems. To address this issue, we used unsupervised ML techniques to reveal latent linguistic structures of 17 linguistic features for 342 mathematical word problems and classify them. The models showed that threeand five-dimensional linguistic structures have the highest explanatory power. Additionally, the authors consider a four-dimensional solution. Mathematical word problem from the three-dimensional solution can be classify in two groups, three- and five-dimensional solutions in three groups. The findings revealed latent linguistic structures and groups that could have an implication of the linguistic complexity of mathematical word problems and differ from language dimensions, which are considered theoretically. Therefore, the results indicate for new design principles for interventions and materials for language education in mathematics learning and teaching.
A Mixed-Method Examination of Early Childhood Teachers&apos; Pedagogical Competency Profiles
Author: Dilek, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Teacher Competencies,Profiles,Teacher Evaluation,Scoring Rubrics,Faculty Development,Foreign Countries,Teacher Attitudes,Teaching Experience

Teacher competency is a key research area because of the strong link between child development and the quality of early childhood education. This study aims to examine early childhood teachers' self-reported pedagogical competency profiles and to determine the factors affecting their profiles. To reach that aim, a mixed-method study was designed as an explanatory sequential design. The participants comprised 290 early childhood teachers for the quantitative portion and 15 for the qualitative. The Early Childhood Teachers Competencies Assessment Rubric and an interview form, both developed and proved valid and reliable by researchers, were used. Two-step cluster analysis and inductive content analysis approaches were used to analyze the data. Some important findings are as follows: the teachers were grouped into high-, mid-, and low-competence clusters based mainly on the differences in the areas of instructional technology and educational planning competency. As the teachers indicated, social and individual factors determine their competency profiles. Furthermore, the teachers explained about their ongoing professional development endeavors to improve their competency profiles. The results of the study are discussed in detail, and suggestions are presented for planners/practitioners of teacher professional development programs, curriculum developers and faculty members at higher education institutions, and policymakers at the national and international levels in the hard way to reach out to more qualified early childhood education.
EdTec Tour of What&apos;s Possible: Challenging Concepts of Technology Use in the Classroom through Breakout EDU
Author: Clausen, Jon M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Technology Integration,Teacher Education,Teacher Educators,Game Based Learning

While teacher education candidates and faculty have improved their knowledge and skills with technology, challenges remain regarding their understanding of how to integrate technology effectively within their pedagogical practices. One solution is to provide models of purposeful technology integration within instruction that embeds digital pedagogy throughout the learning process. This paper describes how a teacher education program is addressing the need to engage candidates and faculty around issues of technology integration and adoption. This is done through participation in a Breakout EDU game focused on introducing candidates, and faculty, to what might be possible when integrating technology within their instructional practices. Throughout the paper, I describe how restructured instructional spaces and the Breakout EDU game model technology integration and has initiated change within the teacher preparation program.
A Systematic Review of Experimental Studies on STEM Education
Author: Hebebci, Mustafa Tevfik
Date: 2023-00-00
Type: Journal Articles
Subjects: Literature Reviews,STEM Education,Educational Research,Research Design,Foreign Countries

This research systematically examines the experimental articles on STEM education (science, technology, engineering, and mathematics education). In this direction, experimental articles with the Social Sciences Citation Index on the Web of Science were analyzed within the scope of research questions, taking into account the guidelines of PRISMA. The research was carried out using the systematic review method. In the first search made in this line, the results listed 17,482 studies. Then, this number was reduced to 34 by applying the inclusion and exclusion criteria. Finally, the studies were examined in detail, and 12 articles that were not suitable were excluded from the scope. Thus, this research was carried out on 22 articles. In line with research problems, articles were categorized by publication year, country, method, study group and number, data collection tools, data analysis methods, topics covered, and experimental methods. The research results infer that the number of articles increases every year, and Turkey and China are the pioneering countries in this sense. It is noteworthy that mixed methods and quasi-experimental methods are generally preferred in the literature. Contrary to the literature, another result obtained from the research is that teachers are preferred in variable numbers as the study group. Scales, tests, and interviews are the most frequently used measurement tools by researchers. Besides, t-tests and content analysis are used in data analysis. Additionally, various topics are covered in the articles. One of the results obtained from the research is that the effect of STEM education on various skills and achievements is examined more. In line with these results, some suggestions were made by discussing the studies in the literature.
Examining Preservice Mathematics Teachers&apos; Technological Pedagogical Content Knowledge Development in the Natural Setting of a Teacher Preparation Program
Author: Kartal, Büsra
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Pedagogical Content Knowledge,Technological Literacy,Mathematics Teachers,Teacher Education Programs,Predictor Variables,Program Effectiveness,Foreign Countries

This study examined preservice elementary mathematics teachers' technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting of a teacher preparation program. Data were collected from 38 preservice teachers via a TPACK self-assessment scale with seven subdomains at the beginning and end of the final year of their training. Descriptive statistics, correlation, and regression analysis were used. Results showed that participants had significantly positive gains in their pedagogical knowledge (PK), technological knowledge (TK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and TPACK with medium-to-large effect sizes. Correlation analysis indicated that participants developed a more integrative understanding of TPACK. Participants' TCK, TPK, and PCK were significant predictors of their TPACK at the end of the program. The teacher preparation program seems to primarily support preservice teachers' pedagogical thinking. Therefore, the results suggest enhancing the technological aspects of the program.
Investigation of Turkish and Turkmenistanian Students&apos; Approaches towards Environmental Ethics and Their Levels of Naturalistic Intelligence
Author: Gurbuzoglu-Yalmanci, Sibel
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,College Students,Ethics,Conservation (Environment),Natural Resources,Gender Differences,Cultural Differences,Knowledge Level,Multiple Intelligences

The purpose of this study is to compare the attitudes of Turkmenistanian and Turkish university students towards environmental ethics approaches and their naturalistic intelligence (NI) field. In addition, it was investigated whether there is a gender difference in environmental ethics levels in both countries students'. Environmental Ethics Attitude Scale (EEAS) and Multiple Intelligence Areas Inventory were applied to the students. A total of 172 Turkish and 103 Turkmenistanian university students participated. A significant difference between the mean scores of Turkish and Turkmenistanian was observed in all four categories of environmental ethics [Anthropocentric, Ecocentric, Ecofeminism, Teocentric]. The analyses conducted to test gender differences showed that there was not a significant difference between male and female Turkmenistanian students' EAA mean scores. Comparison of NI levels of students from both countries suggested that Turkish students' NI levels were &quot;developed&quot; and Turkmenistanian students' NI levels were &quot;moderately developed&quot;. The research findings were considered for both countries students'. [Note: The year shown on the PDF is incorrect. The correct citation for this article is v9 n1 p1-15 2023.]
Evaluation of Procedural and Conceptual Knowledge of Mathematical Functions: A Case Study from Morocco
Author: Qetrani, Safâ
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Mathematics Instruction,Foreign Countries,Factor Analysis,Mathematical Concepts,Concept Formation,Learning Strategies,High School Students,Ethics,Reliability,Validity,Attribution Theory,Teaching Methods,Grades (Scholastic),Mathematics Tests,Educational Improvement,Goodness of Fit

To measure the procedural and conceptual knowledge of functions and to clarify the relationship between them in the context of mathematics education in Morocco, a structural equation modeling (SEM) analysis was used. In addition, correlation tests between students' grades at their Mathematical Analysis Assessments and their procedural and conceptual knowledge of functions scores were established to investigate whether students' grades mainly reflect their performance on procedural knowledge or conceptual knowledge. The sample consisted of 337 high school Moroccan students. The study findings indicated that a large group of participants scored high in procedural tasks but low in conceptual tasks. Besides, the participants' grades in their exams correlate much more strongly with the estimated procedural knowledge scores than the estimated conceptual knowledge scores. On the other hand, the confirmatory factor analysis of the SEM confirmed the reliability, validity, and fitness of the measurement model, whereas the path analysis of the SEM supports the genetic view causal relationship that procedural knowledge of functions is necessary but not sufficient condition for conceptual knowledge. These results provide a theoretical foundation for improving mathematics education by working on the content of the assessments, the teachers' teaching approaches, and the students' learning strategies.
Designing of Questionnaire for Factors That Impact Student Learning Outcomes in Tertiary Education System: An Analysis from Pakistan
Author: Asim, Hafiz Muhmmad
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Higher Education,Student Attitudes,Pilot Projects,Private Colleges,Undergraduate Students,Interrater Reliability,STEM Education,Student Characteristics,Questionnaires,Universities,Item Analysis

The current research focused on the designing of questionnaire for factors that impact student learning outcomes in tertiary educational system in underdeveloped nation Pakistan. A pilot study was conducted for the designing of questionnaire to collect data on perceived factors that impact student learning outcomes. The selected Higher Education Commission (HEC) recognized private educational institutions were contacted and permission of data collection was obtained from the authorities. Ninety eight students of final semester from HEC recognized tertiary universities at Bachelors level from the department of Science were approached for this study. Participants were informed that the data will be kept in a laptop under password protection. There were 41 total items in the questionnaire. It has been divided into 2 sections. Section A includes the demographic characteristics of participants and includes 7 questions. Section B is divided into 6 subsections, each section capturing the true essence of independent and dependent variables. The results of the study concluded that student perception questionnaire has good to excellent intra rater reliability and indicates that all components have factor loading exceeding 0.50 that also shows the importance of all components. Thus, the questionnaire can be used for the assessment of factors that impact student learning outcomes from educational institutes.
Investigation of Creative Teaching for High School Mathematics Teachers in Saudi Arabia
Author: Elsayed, Sabah Abdalla
Date: 2023-00-00
Type: Journal Articles
Subjects: Creative Teaching,Mathematics Instruction,High School Teachers,Mathematics Teachers,Teacher Attitudes,Teacher Education Programs,Teaching Methods,Teaching Skills,Foreign Countries

This study examined the creative teaching for high school mathematics teachers in Saudi Arabia. The original data set included 200 teachers in high public schools in the province of Dammam, Saudi Arabia. The researcher also prepared a creative teaching questionnaire for mathematics teachers in high schools and a qualitative analysis method was employed to analyze the data. The results showed that the items on the questionnaire on creative practices ranged between (3-4.23) with a general average value (3.16) and a standard deviation (0.192), which indicated a median level of creative practice among the high school mathematics teachers in Saudi Arabia. This study suggested that it should be better to prepare training programs for mathematics teachers to acquire creative teaching skills and make them more aware of the importance of creative teaching in their classes.
The Development of the Charism Model for Personal Administration of School under the Sisters of Saint Joseph of the Apparition in Thailand to Create Organization Commitment
Author: Ngamwong, Nisachon
Date: 2023-00-00
Type: Journal Articles
Subjects: School Administration,Models,Personnel Management,Foreign Countries,Altruism,Trust (Psychology),Empowerment,Ethics,Professionalism,Guides,Teacher Salaries,Teacher Promotion,Leaves of Absence,Teacher Attitudes,School Personnel,Catholics,Religious Schools,Religious Education,Nuns,Institutional Mission,Catholic Educators,Clergy,Teacher Recruitment,Faculty Mobility,Social Responsibility,Institutional Characteristics

This research aimed to (1) create a charism model for personnel administration of school under the 'Sisters of Saint Joseph of the Apparition' in Thailand, in order to increase the commitment of personnel to the organization, and (2) demonstrate and improve the charism model. The research process was divided into three steps as follows: (1) developing a charism model, (2) demonstrating the model, and 3) enhancing the model. The findings revealed that the charism model for personnel management consisted of two factors. The first factor (charism) included (1) Agape Love, (2) Humility, (3) Altruism, (4) Vision, (5) Trust, (6) Service, and (7) Empowering. The second factor (personnel management) included (1) Planning, Recruitment and Positioning, (2) Promotion, Absence and Evaluation, (3) Performance, (4) Disciplinary Work and History Registration, (5) Code of Professional Ethics, and (6) Other Tasks Assignment. The researcher also developed a charism-based integrated personnel management manual for Saint Emilie school. The demonstration of the results revealed that lecturers and staff were satisfied with personnel management at the highest level. As the researcher considered each variable, the operational aspect had the highest average score, whereas salary, promotion, taking leave and evaluation had the lowest score. The six dimensions of the charism model for improving personnel administration were adjusted accordingly.
The Hashemite University Students&apos; Preferred Conflict Resolution Styles and Their Relation to Students&apos; Sex, Grade Point Average and Faculty
Author: Alshoraty, Yazid Isa
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Conflict Resolution,Sex,Grade Point Average,College Faculty,Cooperation,Adjustment (to Environment),Arbitration,Preferences,Differences,Intellectual Disciplines

The study aimed at identifying students' preferred conflict resolution styles and their relation to students' sex, grade point average and faculty at The Hashemite University in Jordan. The descriptive method was used. The data of the study were collected through a questionnaire. The sample of the study consisted of 360 students. The results showed that students used cooperation, compromise, and avoiding respectively in a high degree respectively. Also, the results revealed that there were no statistically significant differences in students' preferred conflict resolution styles due to their sex, grade point average and faculty. In light of the study results, the researcher recommended providing educational programs to students focusing on skills such as tolerance, critical thinking, teamwork, communication, negotiation, dialogue, decision making, problem solving, and resilience to reduce the possibility for their resort to (forcing) as a preferred conflict resolution style.
The Views of Secondary School Students on Entrepreneurship-Assisted Science Course
Author: Gürbüz, Gizem Turan
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,Entrepreneurship,Science Curriculum,Grade 5,Foreign Countries,Student Attitudes,Diaries

The present study aims to investigate the views of secondary school students on an entrepreneurship-assisted science course. The study was carried out with the case study method, one of the qualitative research methods. The study data were collected with qualitative research techniques such as focus group interviews and diaries. The study group included 23 5th-grade students attending a secondary school located in Adiyaman urban center during the 2020-2021 academic year. The data were analyzed with content analysis. The study findings demonstrated that students considered the entrepreneurship-assisted science course and related practices as fun and interesting in the focus group interviews. Similarly, the diary entries revealed that the entrepreneurship-assisted science course and the activities were enjoyable according to the students and they liked these activities. Furthermore, it should be noted that the students mentioned entrepreneurship dimensions in both focus group interviews and diaries.
A Comperative Adaptation of the Crick Learning for Resilient Agency (CLARA) with Classical Test Theory and Item Response Theory
Author: Ozdemir, Hasan Fehmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Response Theory,Psychometrics,English (Second Language),English Literature,Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Undergraduate Students,Validity,Reliability,Resilience (Psychology),Personal Autonomy,Psychological Testing,Cultural Differences,Comparative Analysis,Translation,Turkish,Self Evaluation (Individuals),Lifelong Learning,Rating Scales,Contrastive Linguistics,Language Usage

The aim of this study is to adapt the Crick Learning for Resilient Agency (CLARA) to Turkish culture, and to examine the psychometric features of the Inventory according to both Classical Test Theory (CTT) and Item Response Theory (IRT). In this respect, it is a descriptive level survey design research. Two different study groups were formed in accordance with the purpose of the study. Lingual equivalence applications were performed on two separate groups, one of which consisted of English Language and Literature Department students and the other consisted of English Language instructors. 1054 students participated in the validity and reliability studies from 101 different undergraduate programs at Ankara University. Before testing the research questions, it was examined whether the assumptions of CTT and IRT were met. With the application data; the predicted item discrimination indices, ability levels, students' scores forming their learning power profiles, and reliability coefficient values were found to be similar in both theories. It can be said that with CLARA-Tr, obtained by adapting CLARA, a valid and reliable tool has been provided to the Turkish literature to be used in future studies.