ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Students Spatial Reasoning with Course Lab
Author: Septia, Tika
Date: 2018-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Educational Technology,Technology Uses in Education,Interaction,Laboratories,Instructional Materials,Geometric Concepts,Spatial Ability,Program Effectiveness,Junior High School Students,Visualization,Mathematics Instruction

Geometry flat side material is crucial subject for students in senior high school. As the development of technology that increases very rapidly, it provides a chance to develop Media Interactive Learning (MPI) such as Course Lab MPI 2.4. This study was conducted to create a valid interactive multimedia teaching material, practical, and effective. Since there are correlated between spatial reasoning and student learning achievements, the influence of Course lab on the improvement of spatial reasoning is also seen. Spatial reasoning has three aspects that are mental rotation, spatial orientation, and spatial visualization. This study is a development model consisting plomp as design composed of three phases. The results obtained through this research interactive multimedia teaching material course lab based on geometry flat side were valid, practical, and effective. Students' test scores average changed at 25 with a standard deviation of 7.07. The test results statistically demonstrated the value which means there were some differences in the average score of the initial test and final test. Course lab also led to improving students' spatial reasoning. The multimedia developed was effective in improving both student learning achievements and spatial reasoning.
Improvement Algebraic Thinking Ability Using Multiple Representation Strategy on Realistic Mathematics Education
Author: Kusumaningsih, Widya
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Achievement,Thinking Skills,Algebra,Grade 8,Junior High School Students,Pretests Posttests,Control Groups,Foreign Countries,Mathematics Skills,Mathematics Instruction,Mathematics Teachers,Problem Solving,Experimental Groups,Mathematical Concepts,Instructional Improvement

The study aimed at improving students' algebraic thinking ability in the eighth-grade junior high school student through multiple representation strategies using realistic approach. The multiple representation strategies consist of orientation, exploration, internalization, and evaluation. This is a quasi-experimental study with nonrandomized pretest-posttest control group design. The population of this study was the student the eighth grade in Kudus city. Two classes were selected and classified as a class experiment that subject are given multiple representation strategies using realistic approach, and one other class as a control class that subjects are given scientific approach. Data obtained was analyzed by the independent t-test and proportions test. The result showed that there was an interaction between the multiple representation strategies using the realistic approach on the ability of algebraic thinking. The students with multiple representation strategies had better algebraic thinking ability than those with current scientific learning. In addition, more than seventy-five percent of the students with multiple representation strategies using realistic approach fulfill the learning completeness.
Achievement Gaps in a Flipped, Microeconomics Principles Course
Author: Marcal, Leah
Date: 2018-10-00
Type: Journal Articles
Subjects: Economics Education,Microeconomics,Homework,Video Technology,Educational Technology,Technology Uses in Education,Student Diversity,Business Administration Education,Achievement Gap,Racial Differences,Ethnicity,Minority Group Students,Gender Differences,Student Satisfaction,English Language Learners,Developmental Studies Programs,College Students

Faced with shrinking state funds, rising student demand, high failure rates, and racial and ethnic achievement gaps, the introductory microeconomics course became a bottleneck for business students at California State University, Northridge. The Economics Department responded with the creation of a flipped, introductory microeconomics course where students watch online lectures before attending face-to-face, active-learning, class sessions. Raw data suggests the course redesign was a success but large, racial and ethnic achievement gaps remain. However, regression analysis that controls for college preparedness indicates that race and ethnicity are insignificant determinants of student performance in the flipped, microeconomics principles course. Gender is a significant factor with female students earning marginally lower exam scores than male students. In satisfaction surveys, students with English as a second language believe the online lectures helped them learn the course material. Nearly one quarter of all students take two developmental English classes prior to enrollment into microeconomics principles. A flipped class has the potential to help students learn course material but it cannot erase skills deficits. The University must provide additional resources to ensure the success of every student.
Daily Quiz -- For Engagement … and Learning
Author: Kwan, Felix B.
Date: 2018-10-00
Type: Journal Articles
Subjects: Tests,Testing,Neurosciences,Brain,Learner Engagement,Cognitive Processes,Instructional Effectiveness,Learning Motivation,Feedback (Response),Student Attitudes,Prior Learning,College Students

Advances in neuroscience technology have allowed brain scientists to learn more about what occurs in the brain when a person engages in -- and learns -- something. And the findings in neuroscience have tremendous value to us educators in our efforts to foster engagement and learning among students in our classes. Following up on a previously published paper on daily quizzes as an assessment tool, this paper now focuses on how and why the daily quiz could work well in getting students to engage and learn. The author relates what neuroscientists have found when the human brain is exposed to, and processes, information. One of their major findings is the so-called 'testing effect'. He then connects the neuroscience findings with his own experiences with daily quizzes, of both the ungraded and the graded sorts, in his classes. He gathered students' feedback and reflections on the quizzes. The quizzes are very short -- about 5 to 8 minutes at a time. But he and his students have found them to be effective tools that foster deep learning. In this paper, he makes the connections between what neuroscientists are finding and what his students are revealing about how and why the daily quiz works.
Teaching Critical-Thinking Skills: A Strategic-Management Class Project
Author: Martin, Elizabeth M.
Date: 2018-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Critical Thinking,Thinking Skills,Teaching Methods,Strategic Planning,Student Projects,Class Activities,Skill Development

A report on an innovative, semester-long class project designed to strengthen the critical-thinking skills of undergraduate Business students. Includes step-by-step instructions, including templates and an assessment rubric. Assessment data confirms student success at one critical stage of the project.
The Social Research on the Experience of Unconscious Gender Bias
Author: Kawabata, Tomoko
Date: 2018-00-00
Type: Journal Articles
Subjects: Sociology,Social Science Research,Gender Bias,Women Scientists,Foreign Countries,Career Development,Social Influences,Equal Opportunities (Jobs),Laws,Gender Issues,Masculinity,Higher Education,College Faculty,Science Teachers,Science Laboratories,STEM Education,Sex Role,Social Status,Interpersonal Communication,Experience

The objective of this research is to discuss how Sociology contributes to identify &quot;the experience of the unconscious gender bias&quot; against female scientists and to assess its impact on their career development. This research is at the first stage of three-year research project. The final aim of this research is to identify the social factors that sustain a positive research environment for the female scientists. This research focuses on the daily communication in the research laboratory settings and tries to find some answers to the methodological questions of how it is possible to investigate the experience of unconscious gender bias by the social research and how it is possible for a person to be aware of the unconscious gender bias against them in the daily communication.
Why They Are Labeled &quot;At Risk&quot; Children
Author: Ghongkedze, Mary N.
Date: 2018-00-00
Type: Journal Articles
Subjects: At Risk Students,Children,Child Development,Barriers,Definitions,Early Childhood Education,Poverty,Social Influences,Nutrition,Child Abuse,Acquired Immunodeficiency Syndrome (AIDS),Learning Disabilities,War

This paper explores generic factors that prevent children from normally reaching their full potentials. Early childhood is a period when children should normally grow in an environment which is secured, friendly, filled with warmth, and nurturing to enhance the holistic growth of all children. There are many theories, ideologies, and policies to define what good education is and the crucial need for each child to be given the opportunity to be educated. The theory on critical and sensitive periods must not be forgotten when it comes to children's education. Unfortunately, this is not the case around the world. The increasingly cultural, linguistic, social, and emotional differences in society hinder the education of many children. This paper will analyze and examine the label &quot;at -risk&quot; children and the trends that pose negative rather than positive opportunity for children to get adequate education to become successful in life. It will focus on the broad factors such as poverty, educational, health, homelessness, that are ubiquitous to at risk children across developed and less developed societies. The paper would examine the impact of these risk factors and suggest strategies to help children out of such predicaments.
Achievement Gap in Reading: A Study of School Practices and Effectual Results Revelations and Recommendations
Author: Keith, Christina S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Achievement,Achievement Gap,Best Practices,Low Income Students,Language Arts,Outcomes of Education,Elementary School Students,Faculty Development,Communities of Practice,Educational Assessment,Educational Practices,Evidence Based Practice

While it is important to recognize the economic background of students and home factors contributing to their achievement, the purpose of this study was to discover what best practices schools were implementing with low socioeconomic students to narrow the achievement gap in communication arts (Darling-Hammond &amp; Richardson, 2009; Gorski, 2013; Snell, 2003). The research design incorporated mixed-methods by employing data collected from surveys, interviews, and secondary data sources. A triangulation of data was used to increase the credibility and validity of the study (Fraenkel et al., 2012; Mills, 2014). For this study, the quantitative data were collected using a survey as well as Missouri Assessment Performance (MAP) scores. The qualitative data were collected through interviews. In addition to increasing the validity of the study, the benefits of using triangulation also included creating varied ways to understand and reveal the results of the study (Fraenkel et al., 2012; Guion, Diehl, &amp; McDonald, 2011; Mills, 2014). The results of this study indicated a blend of research-based best practices can make a positive impact in narrowing the achievement gap in students from low socioeconomic backgrounds in the area of communication arts. The significance of this research is the results provide educators an outline of successful research-based instructional strategies to assist communication arts student.
Concubine or Cougar? Constructing the Creative Female Persona in Early Modern Europe, and Transitioning from Indirect Power toward Direct Power in a Man&apos;s World
Author: Hitt, Kathleen
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Gender Differences,Power Structure,Language Usage,Figurative Language,Empowerment,Biographies,Foreign Countries,European History

An older woman seeking a sexual relationship with a younger man has often in the past been described as a &quot;paramour&quot; or &quot;illicit inamorata&quot; but in today's lexicon, we are increasingly utilizing the term &quot;Cougar.&quot; The usual mental image of the cougar is commonly of an animal ready to pounce, seeking its prey, on the offense, the epitome of empowerment. The metaphorical cougar becomes a woman seeking empowerment, personal as well as societal. The chronological construction of this study explores the lives of Levina Teerlinc, Elizabeth I, Lettice Knollys, Veronica Franco, Marie-Thérèse Rodet Geoffrin, Madame Pompadour, and Adelaide Labille-Guiard
Alice Walker&apos;s Jesus: A Womanist Paradox
Author: King, Debra Walker
Date: 2018-00-00
Type: Journal Articles
Subjects: African Americans,Authors,African American Literature,Novels,Christianity,Feminism,Religious Factors,Epistemology,Hermeneutics

This paper addresses the tensions animating Alice Walker's fame and infamy as it pertains to Christianity and Black feminists who identify as womanists--a term originated by Walker and adopted by Black Feminist Theologians almost immediately. It asks: who is God in the womanist discourse of Alice Walker? The essay claims Walker's oeuvre offers a progression of thought wherein her womanist philosophy moves from discussions that question African Americans' commitment to the Christian God into descriptions of a singular and definitive God force existing outside that discourse. The author's contemplations begin with gentle questioning of the creator's gender in &quot;The Color Purple&quot; and an allusion to God in her 1983 definition of womanism, which claims a womanist &quot;Loves the Spirit.&quot; The relationship of &quot;The Spirit&quot; to the Christian God becomes more focused and potentially more controversial in &quot;The Temple of My Familiar&quot; (1989) while Walker's womanist magnum opus, &quot;Now Is the Time to Open Your Heart&quot; (2004), engages deft references to not only Christianity but also Buddhism as well as Gnosticism and a commitment to the earth as God, the Grandmother Creator. In this last text, humanity's savior doffs the robes of masculinity to don the red clay of Grandmother Earth and self-salvation. This brief essay examines what the spiritual references in these three texts mean for Christian women who herald Alice Walker as Elder, particularly Black Christian theologians who were the first to embrace womanist thought and position themselves within its epistemological hermeneutic frame. Engaging Walker's novels and the work of one of the first Black womanist theologians, Jacquelyn Grant, as well as womanist, cultural critic Layli Maparyan I explore Walker's womanism as organic philosophy and its God as a Christian, womanist theologian's paradox--a paradox resolved by gazing through the lens of a few key moments within women's Christology during the time Black womanist theologians adopted the term.
Epistemic Irony in Philosophical Narrative
Author: Dreher, John H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Epistemology,Figurative Language,Philosophy,Theories,Probability,Metacognition,Public Policy,Ambiguity (Semantics),Beliefs

This paper explores the use of irony in narratives that focus on the problem of knowing what we do not know. Sometimes issues arise on a grand scale, as in the literature of Socrates, Pascal, and Descartes, where the question really is whether we can know anything at all or whether all that we can know is that there is nothing worth knowing that we do know. The grand level does not apply only to philosophy, but also to mathematics and theoretical physics. They are disciplines that seek to state truths about the structure of the universe. Examples are Newton's laws; absolute space and time and Einstein's denial of absolute space and time; Maxwell's Equations and Heisenberg' Uncertainty Principle. There are problems about the nature of knowledge that arise on a smaller scale, at the petite level, for example where ignorance of a protagonist's own epistemic condition leads to tragedy, as in narratives from Sophocles, Shakespeare and Flaubert. These personal issues pertain to introspective knowledge, but not all petite issues deal with the intensely personal. Some deal with problems that cry out for statistical analysis, as in the medical sciences or in the social sciences more generally. Other more general issues do not attempt to generalize about the &quot;deep structure&quot; of nature and thought, but often take the form of &quot;statistically significant&quot; correlations. The paper argues that ironies about knowing test the limits of rational deliberation about what to do and what to believe, which in turn accounts for much that is perplexing in intellectual life, tragic in personal life and confused in public life. All this, it is concluded, encourages more humble assessments of the extent of human knowledge and therefore a greater commitment to intellectual and moral toleration.
Examination of American Indian/Alaska Native School Discipline Disproportionality Using the Vulnerable Decision Points Approach
Author: Gion, Cody
Date: 2018-11-00
Type: Journal Articles
Subjects: Racial Differences,American Indian Students,Alaska Natives,White Students,Elementary School Students,Middle School Students,High School Students,Disproportionate Representation,Discipline,Referral,Gender Differences,Time,Behavior Problems

The present study examined the extent to which racial disproportionality in office discipline referrals (ODRs) exists between American Indian/Alaska Native (AIAN) and White students in elementary (n = 140), middle (n = 67), and high (n = 48) schools. A multilevel logistic regression model was applied to examine overall levels of ODR disproportionality. For school levels with significant disproportionality, patterns of ODRs were analyzed to examine disproportionality of subjectively defined ODRs within the contexts of (a) student ethnicity, (b) time of day, (c) location, (d) severity of problem behavior, and (e) student gender. Results showed a sizable difference in subjective ODRs between AIAN and White students at the high school level.
Brief Report: Measurement of Young Children&apos;s Engagement and Problem Behavior in Early Childhood Settings
Author: Prykanowski, Debra A.
Date: 2018-11-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Behavior Problems,Learner Engagement,Observation,Child Development,Class Activities,At Risk Students,Behavior Disorders,Emotional Disturbances,Video Technology,Measurement

Given the importance of engagement and impact of problem behavior on young children's behavioral, social, and academic development, these two behaviors are often observed and measured in early childhood settings. The purpose of this brief report is to describe the findings from an examination of the use of multiple direct observation methods to measure engagement and problem behaviors of five children in early childhood settings across two different activity types. Findings from this study support previous research that young children's engagement and problem behavior differ depending on the type of classroom activity. In addition, the data indicate that behavioral estimates for both engagement and problem behavior obtained using momentary time sampling produced measures of behaviors comparable with those obtained with continuous recording, whereas partial-interval recording consistently overestimated the occurrence of the behaviors compared with continuous recording. Implications of the findings and directions for future research are discussed.
Patterns of Cross-National Variation in the Association between Income and Academic Achievement
Author: Chmielewski, Anna K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Income,Achievement Gap,Academic Achievement,Family Income,International Assessment,Equal Education,Social Differences,Poverty,Social Influences,Academic Standards,Socioeconomic Status,Exit Examinations,Foreign Countries,Comparative Education,Achievement Tests,Grade 4,Reading Achievement,Reading Tests,Secondary School Students,Longitudinal Studies,Children,Surveys

In a recent paper, Reardon found that the relationship between family income and children's academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income-achievement association in 19 other Organisation for Economic Co-operation and Development countries using data from the Progress in International Reading Literacy Study and the Programme for International Student Assessment. First, we calculate and compare the magnitude of &quot;income achievement gaps&quot; across this sample of countries. Second, we investigate the association between the size of a country's income achievement gap, its income inequality, and a variety of other country characteristics. We find considerable variation across countries in income achievement gaps. Moreover, the U.S. income achievement gap is quite large in comparison to this sample of countries. Our multivariate analyses show that the income achievement gap is positively associated with educational differentiation, modestly negatively associated with curricular standardization, and positively associated with national levels of poverty and inequality.
Effects of Success for All on Reading Achievement: A Secondary Analysis Using Data from the Study of Instructional Improvement (SII)
Author: Cheung, Alan C. K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Reading Programs,Reading Achievement,Reading Instruction,Instructional Improvement,Educational Change,Program Evaluation,Evidence Based Practice,Elementary School Students,Achievement Tests,Standardized Tests

This study examined the effects of the Success for All (SFA) whole-school reform approach on student reading achievement. The data were collected for the Study of Instructional Improvement by the University of Michigan, which did not previously report the achievement outcomes in detail but did make the data available online. Using propensity matching, we matched 27 SFA with 27 comparable schools based on several key demographic variables. The evaluation used hierarchical linear modeling with students nested within schools. Results showed that SFA students significantly outperformed their counterparts in the matched schools on reading achievement, with an effect size of +0.26 for students in a 3-year longitudinal comparison. Effect sizes were similar for 2-year cohorts (mean effect size = +0.31). Policy implications are discussed.