ethanporcaro/eric-fulltext-meta huggingface dataset:
We Train, but How Well? Assessing Mathematical Knowledge for Teaching of Future Turkish Teachers
Author: Celik, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mathematics Education,Preservice Teachers,Foreign Countries,Elementary School Mathematics,Pedagogical Content Knowledge

This study aims to assess and compare--at the national and regional sizes--mathematical knowledge for teaching of pre-service elementary mathematics teachers (PEMTs). Participants of the study were composed of 1,367 preservice teachers selected among 21 universities in 12 regions of Turkey. Mathematical knowledge for teaching (MKT)test, which were developed by TEDS-M project were used to collect the data. The instruments were adapted into Turkish by the researchers. According to results, while there wasn't much differentiation among the regions in terms of the MKT, pre-service teachers in the West Marmara, Mediterranean, and Northeast Anatolia regions are more successful than the other regions. PEMTs' mathematics pedagogical content knowledge (MPCK) performance was close but somewhat better than their mathematics content knowledge (MCK) performance, in terms of both regions and universities. In the case of the MPCK test, the regions exhibited a more homogeneous picture, while in the case of MCK, the universities did so. Algebra content domain is where the PEMTs' performance is lowest. When we compared the results obtained from this study with published international averages from TEDS-M study, Turkish PEMTs had appreciably higher performance on both MCK and MPCK components.
Advancing a Community of Practice: Reflections from the Field One Year Later
Author: Billups, Felice D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Reflection,Doctoral Programs,Curriculum Evaluation,Social Justice,Doctoral Dissertations,College Faculty,Curriculum Development

A year after embarking on program redesign to align with CPED principles and practices, faculty from a small doctoral program at a private university assessed their work. Specific initiatives such as embedding social justice principles into program components and revising admissions strategies were largely successful. Conversely, attempts to re-conceptualize the Dissertation in Practice met with resistance from numerous stakeholders. The challenges and opportunities of substantively changing a long-standing program have affected the way this faculty work together and envision the future of their program. New approaches to collaboration, innovation, and conflict resolution, viewed from an organizational change perspective, and rooted in the program culture, resulted from their collective efforts to strengthen the education doctorate.
&quot;I Couldn&apos;t Sleep&quot;: Tension in Preservice Teacher Writing Instruction
Author: Premont, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Preservice Teachers,Writing Instruction,Identification (Psychology),Language Arts,Writing Teachers,Teaching Methods,Student Attitudes,Expectation,Learner Engagement

This narrative inquiry explores the tension two preservice teachers experienced when designing writing curricula that underscored their writer identity. For the purposes of this article, I define writer identity as one's personal writing experiences, habits, and beliefs. I intentionally elicited stories from participants about their experiences as writing instructors, primarily during the semester they conducted their student teaching experiences. Consistent with narrative inquiry, stories in the article were the primary form of data collection via four semi-structured interviews. Findings revealed participants encountered unexpected tensions as writing instructors and were unprepared to navigate such situations. These tensions were present from the design of the writing curricula to the execution of their writing pedagogy. I anchor my discussion in the strategies teacher educators can provide to prepare preservice teachers to navigate unexpected tension, creating a more sophisticated teacher identity. Specifically, I identify the intentional work of writer identity development. I also draw from the literature to offer additional strategies preservice teachers can utilize to navigate these and similar unexpected tension. It is necessary to help preservice teachers navigate the tension they will likely encounter as teachers so they can flourish as writing instructors and effectively prepare today's English language arts students.
Creative and Innovative Solutions to Accommodate the Growth of a Professional Practice Doctoral Program
Author: Mertler, Craig A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Innovation,Student Attitudes,Doctoral Programs,Barriers,Program Development,Distance Education,In Person Learning,Action Research,Videoconferencing,Conferences (Gatherings),Universities,Computer Software,Professional Development,Doctoral Students,College Faculty

This essay describes one institution's struggle to grow its EdD program by adding an equivalent online version of a successful face-to-face program. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program. An innovative, all-day, virtual doctoral research conference was developed and implemented. We describe our creative rethinking of the original event, towards a new, successful, and fully-online redesigned event. Although the event continues to be refined, the inaugural event proved to be a successful solution to the challenge of transferring all components of a face-to-face program over to its online equivalent. Feedback from students who participated in the conference is shared, and recommendations for other EdD programs is offered.
Relational Narrating: Supporting a Reluctant Writer in Writing Workshop
Author: Hamel, Fred L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Grade 4,Elementary School Students,Writing Attitudes,Student Attitudes,Interpersonal Relationship,Writing Workshops,Writing Instruction

In this paper, I use narrative methodology to examine and interpret the experiences of Shaun, a 4th grade student in the United States, navigating his own reluctance and disaffection with writing in school -- in a writing workshop that sought to foster language experimentation, choice, and agency. From the perspective of a participant-observer and classroom volunteer, I describe the challenges of my own work with Shaun, emphasizing the twists and turns of Shaun's experience and highlighting especially the relational factors, or &quot;relational narrating,&quot; through which he ultimately came to produce writing on his own. The paper conceptualizes writing as a process of &quot;becoming&quot; rather than as final products and endpoints, and the analysis considers the role of &quot;imaginative co-investments&quot; in writing, between peers, as shaping factors supporting writer identity and practice.
Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model
Author: Kennedy, Brianna L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Dissertations,Doctoral Students,Research Training,Research Universities,Barriers,Epistemology,College Faculty,Educational Policy,Educational Practices,Socialization,Teacher Student Relationship,Critical Incidents Method,Authors,Time to Degree,Peer Relationship,Schools of Education

Tensions arise with regard to appropriate research preparation and dissertation experiences for students who have as a career goal the conducting of context-based research to solve problems of practice (Hochbein &amp; Perry, 2013; Shulman, Golde, Conklin Bueschel, &amp; Garabedian, 2006). Schön (1995) describes &quot;technical rationality[,] the prevailing epistemology built into the research university&quot; (p. 27), as a primary impediment to programs that attempt to develop practitioner scholars. In this paper, we define technical rationality and explore the epistemological challenges it presents to faculty. Next, we describe a critical incident illustrating how conflicting epistemologies between programs and graduate schools impact students and faculty. Finally, we make recommendations for policies and practices that could better support doctoral work conducted from a range of epistemological approaches.
Lived Experiences of Tertiary Physical Education Teachers in Quaranteaching
Author: Nepangue, Jorjie Umbao
Date: 2022-07-00
Type: Journal Articles
Subjects: Physical Education Teachers,COVID-19,Pandemics,School Closing,College Faculty,Barriers,Coping,Adjustment (to Environment),Educational Technology,Faculty Development,Online Courses,Foreign Countries,Physical Education,Interaction,Student Evaluation,Feedback (Response),Internet,Teaching Conditions,Distance Education,Educational Innovation

The inclusion of physical education in the curriculum in the new normal, and with the mandate on the adoption of flexible learning at the tertiary level caused by the COVID-19 pandemic forced physical educators to do quaranteaching or teaching in the quarantine. This study described the lived experiences of physical education (PE) teachers in quaranteaching utilizing Edmund Husserl's phenomenological qualitative research design. A total of seven PE teachers from two universities participated in this study which achieved data saturation. Anchored to Colaizzi's phenomenological approach and guided by different philosophies, data were analyzed and presented in two prong clustering. The results revealed that tertiary PE teachers experienced difficulties and yet learnt to innovate in terms of teaching the course, assessing, monitoring, and giving feedback to students, dealing with the internet and technology, and handling physical and cognitive situations. It is recommended that tertiary PE teachers undergo pedagogical and technological trainings and workshops especially in the utilization of different learning platforms to help them improve their pedagogy and in the innovative use of digital tools and technologies to teach PE in the new normal. Purpose: The sudden shift from face-to-face to online learning compelled educators including physical educators to teach PE in the midst of quarantine, with no face-to-face interaction. This study described the experiences of tertiary PE teachers in teaching PE in the quarantine. Methodology: The study utilized the descriptive phenomenological qualitative research design by Edmund Husserl. The participants were seven PE teachers from two state universities in Cebu, Philippines, selected through purposive snowball sampling. Data gathered were analyzed through Colaizzi's approach of data analysis and presented in two prong clustering. Findings: The study revealed that the experiences of tertiary PE teachers in teaching PE during quarantine can be described under two classifications. They experienced difficulties and yet learnt to innovate in terms of teaching the course, assessing, monitoring, and giving feedback to students, using the internet and technology, and handling physical and cognitive situations. Significance: The study has provided a better understanding of PE teachers by revealing their challenges, struggles, needs, strengths and weaknesses in quaranteaching. Results of the study could serve as a basis for implementing trainings, workshops and webinars related to pedagogy and technology enhanced learning to assist PE teachers in teaching in the new normal.
The Effects of Modified Know-Want-Learn Strategy in Mixed-Gender Lower Secondary Physics Education
Author: Bogdanovic, Ivana Z.
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Metacognition,Gender Differences,Teaching Methods,Science Achievement,Coeducation,Secondary School Students,Direct Instruction,Science Tests,Foreign Countries,Females,Disproportionate Representation,STEM Careers

The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students' physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students' comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students' achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students' comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.
Understanding the Problem of Practice: An Analysis of Professional Practice EdD Dissertations
Author: Ma, Vera Wei
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Problems,Educational Practices,Doctoral Students,Content Analysis,Student Experience,Authentic Learning

Investigating a &quot;problem of practice&quot; is a signature feature of the EdD dissertation. Yet, little is known about how doctoral students derive their problems, the nature of the problems they study, and the impact studying problems of practice has on students' local contexts. The purpose of this study was to investigate EdD students' problems of practice through document analysis of 28 dissertations completed in one EdD program at a large, research-intensive university. Findings revealed that problems are derived from doctoral students' felt difficulties and real-world dilemmas in three main categories: supporting marginalized students, increasing the quality of educator professional development, and supporting novices' entry into the profession. Furthermore, five generic themes that describe the types of impact dissertation studies had on students' local contexts are reported. Based on findings, four guidelines to assist EdD students in deriving problems of practice are offered.
Integrating Task and Game-Based Learning into an Online TOEFL Preparatory Course during the COVID-19 Outbreak at Two Indonesian Higher Education Institutions
Author: Pratiwi, Damar Isti
Date: 2022-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Undergraduate Students,Foreign Countries,Game Based Learning,Online Courses,Language Skills,Language Proficiency,Listening Comprehension,Reading Comprehension,Written Language,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Learning Activities

Purpose: This study examined the integration of task and game-based learning into an online Test of English as a Foreign Language (TOEFL) preparatory course taught at two Indonesian higher education institutions (HEI) over a period of 20 online class meetings totaling 40 class hours. Methodology: Using a single-case experimental design, it engaged undergraduate students enrolled in a TOEFL preparatory course in March 2021 at Politeknik Perkeretaapian Indonesia Madiun (N = 48) and Universitas Muhadi Setiabudi, Indonesia (N = 48). The study used multiple t-tests and one-way ANOVA with &quot;Cohen's d&quot; to determine the degree of impact on students' total outcome on pretest and post-test, as well as their scores on particular skills. Findings: Multiple paired-sample t-tests revealed significant improvement in students' overall scores (t (95) = 15.35, p &lt; 0.001) and in specific-skills scores for Listening Comprehension (t (95) = 10.32, p &lt; 0.001), Structure and Written Expression (t (95) = 5.90, p &lt; 0.001), and Reading Comprehension (t (95) = 5.63, p &lt; 0.001). Independent t-tests and one-way ANOVA revealed significant variations in students' overall and individual skills ratings in study programs. However, the percentage of students who achieved the required TOEFL scores for admission to both institutions was significantly different. Significance: The findings have major implications for both the lecturers at the two institutions and the designers of TOEFL preparatory programs. This study sheds light on an online TOEFL preparatory course that teaches students through task- and game-based learning. To run this program successfully, teachers' creativity in generating materials (tasks) and incorporating digital technologies is essential.
How CPED Guiding Principles and Design Concepts Influenced the Development and Implementation of an EdD Program
Author: Buss, Ray R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Program Development,Program Design,Program Implementation,Theory Practice Relationship,Influences,Scholarship,Consortia

In this essay, I have described how the CPED Guiding Principles for Program Design (GPPD) and Design Concepts (DC) have influenced the development and implementation of Arizona State University's EdD in Leadership and Innovation program. I have explained the pervasive influence of the CPED GPPD and DC on various aspects of the program including (a) more general or global aspects of the program; (b) signature pedagogies of the program; (c) development of program milestones; and (d) development and implementation of courses in the program. As a result, faculty members have created and continue to deliver a more coherent, practitioner-oriented program, which benefits students and is guided by the CPED Principles and Design Concepts.
Upper Secondary School Students&apos; Conceptions of Chemical Equilibrium in Aqueous Solutions: Development and Validation of a Two-Tier Diagnostic Instrument
Author: He, Peng
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Science,Science Instruction,Chemistry,Scientific Concepts,Test Construction,Test Validity,Concept Formation,Grade 11,Diagnostic Tests,Psychometrics,Test Reliability,Foreign Countries

Student understanding of chemical equilibrium in aqueous solutions (CEAS) plays a vital role in their upper secondary school chemistry learning and everyday life. Diagnosis of students' alternative conceptions (ACs) of the CEAS will provide teachers with valuable information to make instructional decisions on student learning. This study aims to develop and validate an instrument to diagnose students' ACs about the CEAS, including ionization equilibrium, water self-ionization equilibrium, the equilibrium of salt hydrolysis, and precipitation and dissolution equilibrium. Using Treagust (1998)'s development framework, we have developed 25 two-tier multiple-choice items for the CEAS diagnostic test. After completing the corresponding courses, 750 Grade 11 students from five public schools responded to the CEAS diagnostic test. Rasch modeling approach was employed to provide psychometric properties of the CEAS diagnostic test consisting of one-dimensionality, reliability, and validity. This study identified 15 ACs toward the CEAS. This study found that most students performed better on concept tiers rather than reasoning tiers. In addition, students have difficulties in connecting acidity, solubility, ionization, and chemical reaction and in using mathematical thinking to do transformation between concentration, equilibrium constant, and pH value.
Using Action Research as a Signature Pedagogy to Develop EdD Students&apos; Inquiry as Practice Abilities
Author: Buss, Ray R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Action Research,Doctoral Students,Inquiry,Education Majors,Skill Development,Educational Practices

In this essay, I describe the role of action research (AR) in developing inquiry as practice among students in a CPED-guided EdD program. The essay is focused on issues such as (a) the need for developing inquiry as practice skills; (b) a rationale for using AR to develop inquiry skills; and (c) developing inquiry as practice through cycles of AR. I provide a rich, detailed description about how our faculty members have used it to develop students' inquiry skills. The essay concludes with an examination of the challenges of using AR and a summary of its merits to prepare students' inquiry as practice orientations and skills.
Doctoral Program in Education Leadership Redesign: Utilizing a Multicriteria Framework
Author: Ezzani, Miriam D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Leadership,Curriculum Development,Curriculum Implementation,Curriculum Evaluation

The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate's (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair's collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article's contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.
Problems of Practice as Stance
Author: Hamann, Edmund
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Teacher Leadership,Doctoral Programs,Faculty Development,Epistemology,Praxis,Self Efficacy,Reflection

This piece describes a steadily changing, teacher leadership-oriented, CPED-affiliated, education doctorate (EdD) program that is housed in a department of curriculum and instruction. It situates the program design in relation to four key concepts--epistemology, praxis, efficacy, and iterative processes--while highlighting CPED's core stance that the voice of the professional practitioner needs to be inserted into discussion of educational change, not as the target of policy, nor the object of research, but rather as a coequal partner in a research/policy/practice triad in which practitioner insights related to context are key for the viability of educational efforts.
Facilitating and Supporting EdD Students&apos; Scholar Practitioner Writing as an Epistemological Tool
Author: Fertman, Carl I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Students,Scholarship,Writing (Composition),Scaffolding (Teaching Technique),Inquiry,Doctoral Dissertations,Biomedicine,Writing Skills,Education Majors,Leadership

Becoming adept at crafting scholarly writing is an important aspect of a doctoral student's development. Presented in this article is an EdD course, embedded writing scaffold that engages students and faculty to develop students' scholarly inquiry projects. That scaffold is the Applied Inquiry Plan (AIP). The AIP creates a programmatic pathway to guide a Dissertation in Practice. Working to improve the quality and value of scholar practitioner writing parallels and draws from efforts in the biomedical fields to develop writing guidelines that impact the quality and value of practice. Creating and using the AIP provides opportunities for broad discussion of how to engage EdD students to view their writing as an epistemological tool. Discussed is the AIP impact on EdD program redesign and improvement.