ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward Understanding the Role of Web 2.0 Technology in Self-Directed Learning and Job Performance in a Single Organizational Setting: A Qualitative Case Study
Author: Caruso, Shirley J.
Date: 2016-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Web 2.0 Technologies,Technology Uses in Education,Independent Study,Job Performance,Workplace Learning,Construction Management,Administrator Education,Qualitative Research,Case Studies,Administrator Attitudes,Work Attitudes,Information Security,Computer Security,Access to Information,Barriers,Problem Solving,Expectation,Andragogy,Environmental Influences,Human Factors Engineering,Organizational Culture,Knowledge Management,Informal Education,Outcomes of Education,Semi Structured Interviews,Data Analysis

This single instrumental qualitative case study explores and thickly describes job performance outcomes based upon the manner in which self-directed learning activities of a purposefully selected sample of 3 construction managers are conducted, mediated by the use of Web 2.0 technology. The data collected revealed that construction managers are concerned with the performance expected of them, in addition to how well they perform their work-related activities (orientation to learning), indicating that organizations should provide guidelines on the use and expected outcomes of self-directed learning in addition to providing the tools, resources, and time (environmental factors) to match performance needs; construction managers feel that work-related activities expected of them, how well the work-related activities are performed, and consequences for poor performance at work are determining factors in selecting Web 2.0 technologies; while construction managers understand the need for rules restricting the use of Web 2.0 technologies in performing their jobs, they feel these rules do hinder their performance because access to specific information they need to answer a question, solve a problem, or research to learn something new is sometimes restricted; and successful performance outcomes are determined by compliance to expected performance behaviors of others, such as answering a question or solving a problem an architect or superintendent have presented, as well as expectations construction managers have set for themselves. The following are appended: (1) Call for Participation--Web 2.0 Technology Project; (2) Informed Consent Letter and Form/Template; (3) Semistructured Interview Guide; and (4) Permission to Conduct Research Study.
Learning from Lessons: Teachers' Insights and Intended Actions Arising from Their Learning about Student Thinking
Author: Roche, Anne
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Teaching Experience,Experiential Learning,Mathematics Teachers,Research Methodology,Lesson Plans,Classroom Techniques,Reflection,Arithmetic,Word Problems (Mathematics),Interviews,Secondary School Mathematics,Barriers,Teacher Education,Foreign Countries

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and reflection. This paper reports on the learning of two Year 7 teachers, one in Melbourne and one in Chicago, teaching the same initial lesson focusing on division, remainders and context. Both teachers claimed to have learned about their students' mathematical thinking after teaching the initial lesson, but found planning a second lesson to accommodate this learning challenging.
High School Students' Knowledge of a Square as a Basis for Developing a Geometric Learning Progression
Author: Seah, Rebecca
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Knowledge Level,Mathematics Achievement,Geometric Concepts,Geometry,Experiential Learning,Visual Aids,Definitions,Mathematics Activities,Secondary School Mathematics,Teaching Methods,Learning Strategies,Foreign Countries

This study surveyed and analysed four secondary school students' writing about a square. Sfard's discursive approach to understanding mathematical discourse was used to analyse the responses collected from 214 Australian secondary school students. The results showed that geometric knowledge was developed experientially and not developmentally. This in turn helps refining the development of a geometric learning progression, with the accompaniment of a set of validated assessment tools and learning tasks that seeks to deepen teachers' understanding of geometric reasoning and support student learning.
Time: Assessing Understanding of Core Ideas
Author: Thomas, Margaret
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Interviews,Time,Fundamental Concepts,Program Development,Program Implementation,Elementary School Mathematics,Scores,Mathematical Concepts,Mathematical Aptitude,Mathematics Achievement,Academic Achievement,Mathematics Activities,Foreign Countries

Although an understanding of time is crucial in our society, curriculum documents have an undue emphasis on reading time and little emphasis on core underlying ideas. Given this context, a one-to-one assessment interview, based on a new framework, was developed and administered to investigate students' understanding of core ideas undergirding the notion of time: succession, duration and measurement. This paper reports on the development and implementation of the interview and initial results for Year 3/4 students.
Developing Mathematical Content Knowledge for Teaching: One Preservice Teacher and Her Planning
Author: Wilson, Susanna
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Mathematics,Learning Strategies,Planning,Online Searching,Internet,Notetaking,Lesson Plans,Case Studies,Qualitative Research,Mathematics Education,Mathematics Instruction

This paper describes how a new pre-service teacher engaged with mathematical content in order to learn it for teaching, during practicum. The results show that the PST learned mathematical content by initiating and carrying out a preparation phase prior to planning. This phase involved searching through internet sites and making notes that were then used to support her lesson planning and teaching. Implications for pre-service teacher education are also presented.
Visualisation and Analytic Strategies for Anticipating the Folding of Nets
Author: Wright, Vince
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Grade 6,Mathematical Concepts,Spatial Ability,Visualization,Teaching Methods,Interviews,Concept Formation,Nonverbal Communication,Mathematical Logic

Visual and analytic strategies are features of students' schemes for spatial tasks. The strategies used by six students to anticipate the folding of nets were investigated. Evidence suggested that visual and analytic strategies were strongly connected in competent performance.
Distribution of High Achieving Students on NAPLAN across Schools: Implications for Policy and Teacher Training
Author: Zmood, Simone
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,National Competency Tests,High Achievement,School Demography,Mathematics Achievement,Mathematics Tests,Numeracy,Comparative Analysis,Elementary School Students,Secondary School Students,Scores,Educational Policy,Teacher Education

Concern is often raised about the performance of Australia's &quot;best&quot; mathematics students on international studies, relative to past students and other countries. An important consideration in developing strategies to ensure our most proficient mathematics students experience learning growth is an understanding of the distribution and concentration of high achieving students across schools, with subsequent implications for policy and teacher training. In this paper, student performance on the Numeracy test from the NAPLAN assessment is explored by grouping and comparing students at different levels of performance.
Experiencing Mathematics for Connected Understanding: Using the RAMR Framework for Accelerating Students' Learning
Author: Nutchey, David
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Class Activities,Educational Practices,Teaching Methods,Secondary School Mathematics,Mathematics Achievement,Classroom Techniques,Socioeconomic Status,Low Income Students,Science Course Improvement Projects,Foreign Countries

This paper reports on the use of the RAMR framework within a curriculum project. Description of the RAMR framework's theoretical bases is followed by two descriptions of students' learning in the classroom. Implications include the need for the teacher to connect student activities in a structured sequence, although this may be predicated on the teacher's own structural understanding of mathematics.
A Preliminary Analysis of the Linguistic Complexity of Numeracy Skills Test Items for Pre Service Teachers
Author: O'Keeffe, Lisa
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Mathematics Skills,Test Items,Preservice Teachers,Word Problems (Mathematics),National Curriculum,Content Analysis,Test Content,Alignment (Education),Correlation,Difficulty Level,Readability,Foreign Countries

Language is frequently discussed as barrier to mathematics word problems. Hence this paper presents the initial findings of a linguistic analysis of numeracy skills test sample items. The theoretical perspective of multi-modal text analysis underpinned this study, in which data was extracted from the ten sample numeracy test items released by the Australian Council for Educational Research (ACER) in 2015. The initial data presented here maps the core content of these items to the Australian Curriculum and identifies the lexical density of each sample item. The findings indicate that the sample test items typically correlate to Year 6 of the national curriculum but each have high lexical density.
It's Only Maths: The Potential Impact of a Mentoring Project to Ameliorate Mathematics Anxiety in Teacher Education Students
Author: Perkins, Timothy
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Anxiety,Mentors,Preservice Teachers,Preservice Teacher Education,Experienced Teachers,Mathematics Education,Interviews,Student Teacher Attitudes,Practicums,Behavior Rating Scales,Intervention,Program Effectiveness,Self Efficacy,Foreign Countries,Questionnaires

This paper presents initial data from a study being undertaken into the potential effects of a mentoring program for teacher education students who have self-identified as suffering from mathematics anxiety. The first phase of the study saw 8 primary teacher education students opt into a program matching them in pairs with 4 mentor teachers who had been selected by their principals after meeting 6 criteria that identified them as highly capable mentors in mathematics education. The mentees worked with the mentors in classrooms for 8 weeks. After the program the students were interviewed. Data from these students is explored here with particular emphasis on an artefact presented by one of the students about her journey through the process.
Insights from a Financial Literacy Task Designer: The Curious Case of Problem Context
Author: Sawatzki, Carly
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Money Management,Elementary School Mathematics,Task Analysis,Problem Solving,Design Requirements,Mathematics Activities,Mathematics Instruction,Student Characteristics,Intervention,Instructional Design,Pretesting,Student Attitudes,Teacher Attitudes,Context Effect,Foreign Countries

As part of ongoing design-based research exploring financial literacy teaching and learning, ten tasks termed &quot;financial dilemmas&quot; were trialled by 14 teachers and more than 300 Year 5 and 6 students in 4 government primary schools in urban Darwin. Drawing on data related to two tasks--&quot;Catching the bus&quot; and &quot;Buying bread&quot;--this article explores insights into problem context and task design principles. The findings highlight that unfamiliar, novel, and imaginable problem contexts, while pedagogically demanding for teachers, are valued by students and have the potential to broaden their horizons.
The Power of Creativity: A Case-Study of a Mathematically Highly Capable Grade 5 Student
Author: Parish, Linda
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Creativity,Case Studies,Mathematics Achievement,High Achievement,Academically Gifted,Talent Development,Elementary School Students,Elementary School Mathematics,Grade 5,Inquiry,Thinking Skills,Imagination,Foreign Countries,Qualitative Research,Problem Solving,Intervention

This case-study explores the impact of a 12 week in-class intervention designed to encourage creativity, inquiry and exploration as a normal and expected part of mathematics lessons, with a particular focus on supporting the learning of highly capable and gifted students. Fred is a mathematically highly capable grade five student whose personal learning focus in mathematics changed from simply &quot;getting the answers right&quot; and striving for &quot;A pluses&quot; to being more willing to think beyond the set mathematics task to include imagination and creativity.
Whither Statistics Education Research?
Author: Watson, Jane
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Educational Research,Educational Trends,Foreign Countries,Educational History,Trend Analysis,Literacy,Abstract Reasoning,Context Effect,Pedagogical Content Knowledge,Influence of Technology,STEM Education,Mathematics Education,Inquiry,Sustainability

This year marks the 25th anniversary of the publication of a &quot;National Statement on Mathematics for Australian Schools&quot;, which was the first curriculum statement this country had including &quot;Chance and Data&quot; as a significant component. It is hence an opportune time to survey the history of the related statistics education research, consider where we are at the moment, and speculate about where we should be going. Some of the issues to be considered along the way include the relationship of research to the curriculum and its implementation (or not), the rise of a research culture, the juxtaposition of statistical literacy and statistical reasoning, and the importance of context for learning about statistics. The continued interest in affective variables is considered, as are the recent trends related to the pedagogical content knowledge needs of teachers and the influence of advances in technology. Finally some views are canvassed on the new initiatives in STEM education and Mathematics by Inquiry, as well as the possible impact of statistics education researchers in the field.
Supporting Teachers Developing Mathematical Tasks with Digital Technology
Author: Ratnayake, Iresha
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Activities,Teacher Developed Materials,Technology Uses in Education,Technology Integration,Algebra,Secondary School Mathematics,Lesson Plans,Instructional Design,Curriculum Implementation,Curriculum Design,Pedagogical Content Knowledge,Technological Literacy,Intervention,Performance Factors,Observation,Teacher Competency Testing,Foreign Countries,Case Studies,Questionnaires,Semi Structured Interviews

A crucial step towards improving the conceptual use of digital technology (DT) in the mathematics classroom is to increase teacher involvement in the development of tasks. Hence, this research considers some teacher factors that might influence DT algebra task development and implementation in secondary schools. We observed and assisted one group of three teachers as they designed and implemented DT tasks. Our preliminary analysis examines the richness of the two tasks produced by one group and seeks to explain the difference between them. The results suggest the intervention provided with respect to task design led to improved Pedagogical Technology Knowledge for the teachers, and hence a richer task. The delivery of the intervention could be of assistance in focusing professional development programs so they may better facilitate the training of teachers in the use of digital technology in teaching mathematics.
Competence with Fractions in Fifth or Sixth Grade as a Unique Predictor of Algebraic Thinking?
Author: Pearn, Catherine
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Fractions,Predictor Variables,Algebra,Primary Education,Mathematical Concepts,Learning Readiness,Mathematics Tests,Correlation,Screening Tests,Scoring,Questionnaires,Scores,Foreign Countries,Elementary School Students

Researchers have argued that there are strong links between primary school students' competence with fraction concepts and operations and their algebraic readiness. This study involving 162 Years 5/6 students in three primary schools examined the strength of that relationship using a test based on familiar fraction tasks and a test of algebraic thinking utilising number relations and equivalence. A strong relationship was found between the two, and with some fraction tasks embodying high potential to anticipate algebraic thinking.
Quality of Life: Domains for Understanding Maths Anxiety in First Year Pre-Service Teachers through Identity Work
Author: Wilson, Sue
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Quality of Life,Mathematics Anxiety,Preservice Teachers,Preservice Teacher Education,Critical Incidents Method,Professional Identity,Cohort Analysis,Undergraduate Students,Foreign Countries

Mathematics anxiety in primary pre-service teachers' affects their future teaching of mathematics and achievement of students. Data collected via Critical Incident Technique were used to investigate this anxiety as perceived and identified by first year pre-service teachers. This paper proposes the application of the Quality of Life conceptual framework of being, belonging and becoming, as a lens for analysis of these reflections to elucidate the concepts of identity and projective identity. This paper makes a contribution to the frameworks through which primary pre-service teachers' maths anxiety, and its implications for their identity development, might be understood.
Assessing Youth Participation in AA-Related Helping: Validity of the Service to Others in Sobriety (SOS) Questionnaire in an Adolescent Sample
Author: Pagano, Maria E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Adolescents,Patients,Participation,Alcohol Abuse,Self Help Programs,Questionnaires,Likert Scales,Addictive Behavior,Psychometrics,Residential Programs,Outcomes of Treatment,Reliability,Validity,Prosocial Behavior,Personality Problems,Factor Analysis,Correlation,Discriminant Analysis,Cutting Scores

The positive outcomes derived from participation in Alcoholics Anonymous-related helping (AAH) found among adults has spurred study of AAH among minors with addiction. AAH includes acts of good citizenship in AA, formal service positions, public outreach, and transmitting personal experience to another fellow sufferer. Addiction research with adolescents is hindered by few validated assessments of 12-step activity among minors. This study provides psychometric findings of the &quot;Service to Others in Sobriety (SOS)&quot; questionnaire as completed by youths. Multi-informant data was collected prospectively from youth self-reports, clinician-rated assessments, biomarkers, and medical chart records for youths (N = 195) after residential treatment. Few youths (7%) did not participate in any AAH during treatment. Results indicated the SOS as a unidimensional scale with adequate psychometric properties, including inter-informant reliability (r = 0.5), internal consistency (alpha = 0.90), and convergent validity (rs = 0.3 to 0.3). Programmatic AAH activities distinguished abstinent youths in a random half-sample, and replicated on the other half-sample. The SOS cut-point of 40 indicated high AAH participation. The SOS appears to be a valid measure of AAH, suggesting clinical utility for enhancing treatment and identifying service opportunities salient to sobriety. [This article was published in &quot;The American Journal on Addictions,&quot; v22 n1 p60-66 Jan-Feb 2013.]
Risk Factors of Repeated Infectious Disease Incidence among Substance Dependent Girls and Boys Court-Referred to Treatment
Author: Pagano, Maria E.
Date: 2015-05-00
Type: Reports - Research
Subjects: Risk,Disease Incidence,Substance Abuse,Sexually Transmitted Diseases,Adolescents,Residential Care,Sexuality,Cocaine,Sexual Abuse,Social Isolation,Acquired Immunodeficiency Syndrome (AIDS),Semi Structured Interviews,Regression (Statistics),Sex Education,Health Education

A small portion of Americans account for a disproportionate amount of the incidences of sexually transmitted infection observed over a short period of time. Studies with adults have begun to characterize this population, yet there is very little data on adolescent sexually transmitted infection repeaters (STIR). This study explores characteristics associated with STIR among 102 girls and 93 boys (aged 14-18) court-referred for residential treatment. Background characteristics, substance use disorders, risky and interpersonal behaviors, and history of sexually transmitted infections were collected at intake using valid and reliable instruments. A negative binomial logistic regression was performed to determine the background, risky behaviors, and social patterns associated with adolescent STIR. Approximately two out of three adolescents (62%) did not use contraception the last time they had sex, and 15% had at least one sexually transmitted infection recorded in their medical chart. Sexually transmitted infection repeaters entered treatment with higher rates of cocaine abuse (13%) than youth without multiple infections (3%, p &lt; 0.05). History of sexual abuse, having sex with a person who said no, higher exhibitionism, and social estrangement increased the odds of adolescent STIR. Main effects of exhibitionism and social estrangement on increased odds of STIR were more pronounced for sexually abused adolescents. The findings suggest a need for incorporating HIV education during residential treatment to improve health outcomes and intervention strategies that further connectedness for youth and victims of sexual abuse. [This paper was published in &quot;American Journal of Drug and Alcohol Abuse&quot; v41 n3 p230-236 May 2015.]
Addiction and &quot;Generation Me:&quot; Narcissistic and Prosocial Behaviors of Adolescents with Substance Dependency Disorder in Comparison to Normative Adolescents
Author: Carter, Rebecca R.
Date: 2012-04-13
Type: Reports - Research
Subjects: Addictive Behavior,Antisocial Behavior,Prosocial Behavior,Adolescents,Substance Abuse,Comparative Analysis,Quasiexperimental Design,Negative Attitudes,Self Concept,Undergraduate Students,Altruism,Surveys

The purpose of this study is to explore narcissistic and prosocial behaviors as reported by adolescents with and without substance dependency disorder (SDD). This study employs a quasi-experimental design using SDD adolescents compared with two normative samples of adolescents. In comparison to normative adolescents, adolescents with SDD were strongly distinguished by overt narcissistic behaviors and less monetary giving. Levels of narcissistic and prosocial behaviors among adolescents with SDD suggest a connection between self-centeredness and addiction. Results also suggest volunteerism as a potential option to counter narcissism in substance dependent adolescents. [This article was published in &quot;Alcohol Treatment Quarterly,&quot; v30 n2 p163-178 Apr 2012.]