ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of Self-Explanation Strategy to Develop Understanding Proof in Geometry
Author: Maarif, Samsul
Date: 2020-10-00
Type: Journal Articles
Subjects: Mathematical Logic,Validity,Geometry,Mathematics Instruction,Private Colleges,Comparative Analysis,Teaching Methods,Mathematics Tests,Mathematics Skills,Learning Processes,College Students,Foreign Countries

Proof is a key indicator for a student in developing mathematical maturity. However, in the process of learning proof, students have the difficulty of being able to explain the proof that has been compiled using good arguments. So we need a strategy that can put students in the process of clarifying proof better. One strategy that can explore student thought processes in explaining geometric proof is self-explanation strategy. This research aimed to analyze the ability to understand the geometric proof of prospective teacher students by implementing a self-explanation strategy in basic geometry classes. This study used a quasi-experimental research type of nonequivalent control group design. The participants of this research were 75 students of mathematics education study programs at one private university in Semarang. This research used four instrument tests of geometric proof. Before being used for research, the instruments were tested for validity and reliability using product-moment and Cronbach's alpha. Data analysis in this study used a two-way ANOVA test. The results showed that: the increased ability to understand the geometric proof of students who used self-explanation strategy was better than those who obtained direct learning; there was a significant difference between the increase of students' mathematical proof ability in a group of students with a high and moderate level of initial mathematical ability; the initial ability (high, medium, low) of mathematics did not directly influence the learning process to improve the ability to understand the geometric proof. Hence, it can be concluded that the self-explanation strategy is effective to be used to improve the understanding of the geometric proof.
The Relationship between Critical Thinking Dispositions of Prospective English Language Teachers and Their Levels of New Media Literacy
Author: Yüzgeç, Asli Yaren
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Critical Thinking,Personality Traits,Preservice Teachers,Language Teachers,English (Second Language),Knowledge Level,Media Literacy,Technological Advancement,Undergraduate Students,Foreign Countries

The teaching profession, by its very nature, requires teachers to develop themselves continuously, to keep up with the innovations emerging over time, to acquire the competencies they require, and hence keep themselves updated. In our time, in which the developments have gained an enormous pace, particularly in technology, this requirement has become vital for teachers whose contributions to shape societies are immense. With the recent advances in technology, it has become of great importance for teachers to learn the emerging new media culture and use them effectively in their lessons. On the other hand, as a result of these rapid developments, the acquisition of critical thinking, which dates back to ancient times as a concept, by teachers as a skill has become more important than ever before. At this point, there are evaluations made regarding the importance of these two skills primarily in teacher training programs. In line with these evaluations, this study examined the relationship between the critical thinking dispositions (CTD) and their new media literacy levels (NML) of pre-service English teachers studying at the education faculties of two foundation universities. Results showed that the candidates participating in the research have high level critical thinking and new media literacy skills, and there is a moderate positive relationship between these two skills.
Turkish Tertiary Level EFL Learners&apos; Recognition of Relative Clauses
Author: Koçak, Arzu
Date: 2020-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Undergraduate Study,English (Second Language),Second Language Learning,Second Language Instruction,Direct Instruction,Instructional Effectiveness,Phrase Structure,Grammar,Form Classes (Languages),Recognition (Psychology),Difficulty Level,Remedial Instruction,Pretests Posttests,Linguistics,Public Colleges,Foreign Countries

This research study investigated Turkish Tertiary Level EFL learners' recognition level of relative clauses. The study also examined the difficulty level of types of relative clause constructions for Turkish EFL learners and the effect of instruction on the learners' acquisition of English relative clauses. The data were gathered from two different tests (a pre-test and a post-test) given to 30 philology students studying at the Preparatory School at Hacettepe University. The data obtained from the pretest indicated that the participants needed remedial teaching; therefore, &quot;relative clauses&quot; were taught to students through six-hour form-focused class instruction. Two weeks later, the post-test was administered to the participants to assess the effectiveness of instruction on students' identification level of relative clauses. The data collected from the tests were analyzed quantitatively using SPSS. Findings showed that although most of the participants are good at identifying relative clauses, it is noteworthy that their recognition level of relative clauses changed significantly according to the various types of relative clause constructions. In addition, the results showed that the explicit instruction facilitated the acquisition of relative clauses to a great extent. Results of this study may provide English instructors and EFL curriculum designers with relevant information about teaching and learning of English relativization, and emphasizes the necessity of form-focused instruction.
Turkish Textbooks in Terms of Thematic Vocabulary Coefficient
Author: Bayburtlu, Yavuz Selim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Vocabulary Development,Textbook Content,Grade 5,Grade 6,Grade 7,Grade 8,Middle Schools,Word Frequency,Intellectual Disciplines,Instructional Program Divisions

This study was conducted to determine the vocabulary coefficients of the themes in 7 Turkish textbooks taught during the 2019-2020 academic year. The study of the vocabulary coefficients of the themes is a method specific to the claim of the research. There are subject scopes and concept areas specific to the themes in the Turkish textbooks. The texts of themes were selected according to the concept subject scope and concept areas. As the vocabulary coefficients of the selected texts vary accordingly, the vocabulary coefficients of the Turkish textbooks were calculated thematically. The results showed that the vocabulary coefficients of the Turkish textbooks were low. It was observed that none of the themes of the 7 textbooks examined had vocabulary coefficients at the level of good or very good. It was understood that the Turkish textbooks were not sufficient in teaching vocabulary to students and that the Turkish curriculum was insufficient to realize the predicted learning outcomes. The vocabulary coefficients of the themes in the examined textbooks were as follows: 0.3370475 in the 5th grade Turkish textbook by Anittepe publishing, 0.3021508 in the 6th grade Turkish textbook of Ministry of National Education (MONE) publications, 0.33444094 in the 6th grade Turkish textbook of Ekoyay publishing, 0.3327491625 in the 7th grade Turkish textbook of Özgün publications, 0.348125375 in the 7th grade Turkish textbook by MEB, and 0.321079125 in another Turkish textbook by MEB (Editor Emine KIRMAN). It was concluded that coefficient of the themes of the 8th grade Turkish textbook examined was 0.334793675.
Assessing the Effect of Agree/Disagree Circles, Exit Ticket, and Think-Pair-Share on Students&apos; Academic Achievement at Undergraduate Level
Author: Akhtar, Mubashara
Date: 2020-08-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Achievement,Undergraduate Students,Foreign Countries,Evaluation Methods,Instructional Effectiveness,Cooperative Learning,Student Evaluation,Formative Evaluation

The study was designed to determine the effect of assessment methods on students' academic achievement in the course of Curriculum Development at undergraduate level in the University of the Punjab. Pre-test post-test quasi experimental design was used for the present study. The sample of the study consisted of 87 students who were present in two groups, later named as control group and experimental group. Intact groups were chosen for the study although treatment was randomly given to the groups. Experimental group was exposed to treatment while control group was assessed through conventional method. Data were collected through worksheets, class tests, pretest and post-test. The tests were developed in the light of basic rules/principles of test construction and Bloom's Taxonomy of Educational Objectives. Collected data were analyzed by using various statistical techniques such as independent samples t-test, dependent samples t-test and one way ANOVA. Results revealed that students who were exposed to the treatment achieved higher scores than those students who did not receive the treatment. The findings suggest that assessment methods used in this study significantly enhance the achievement of the students. All three assessment methods equally enhance students' achievement. Think-Pair-Share was found the most effective and efficient method of assessment as compared to Agree/Disagree Circles and Exit Ticket. The findings of the study may be helpful for the students in a way to improve their learning as well as for the teachers to carry out effective instruction in the classroom. The study opens doors for innovations and intervention in the classrooms to use different assessment methods.
Quality Enhancement Cell and Quality Standards in Pakistan: Document Analysis of the Manual for Self-Assessment
Author: Ramzan, Amna
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Higher Education,Teacher Competencies,Quality Assurance,Standards,Teacher Education Programs,Self Evaluation (Groups),Quality Control,Curriculum,Educational Facilities,Laboratories,Student Needs,College Faculty,College Role,Guides

We are living in the age of quality competition, in marketing term, everything only persists until sustains its quality. If something elapsing its quality is meant to ending its existence from the world gradually. The idea of quality education is challenged and comprehended from numerous aspects. During the past decade, the number of higher education institutions (HEIs) in Pakistan has increased and the need for quality education is increased. Keeping in view the needs of the society the alarming question is the quality improvement of these HEIs. In the long run, the quality of education depends upon the teachers' qualities who are serving as nation builders in the system. The Higher Education Commission (HEC) is working as a regulator of Degree Awarding Institutions (DAIs) in Pakistan. All regulated &amp; accredited DAIs by HEC Pakistan are evaluating, improving and sustaining their quality through internal quality body Quality Enhancement Cells (QECs). All universities sustaining their internal quality through the operationalized mechanism of QEC are structured by the Quality Assurance Agency (QAA). The leading aim of the existing paper was to analyze the content concerning the quality assurance process of Higher Education (HE) in Pakistan. This study was conducted under the interpretive paradigm and evaluative content analysis was applied. The selected document was Self-assessment Manual used by Quality Enhancement Cells for the quality assurance of DAIs in Pakistan. Through thematic analysis, seven themes (&quot;Curriculum,&quot; &quot;Facilities,&quot; &quot;Labs,&quot; &quot;Students support,&quot; &quot;Faculty,&quot; &quot;Institutional support&quot; &amp; &quot;Process control&quot;) were noted. Furthermore, it was assessed the QEC manual, mechanism and all its performance are measuring the quality of all disciplines with the same brush. By hanging all quality keys at the same grid (Manual), Teacher Education Programs (TEPs) are indirectly sustained in the standings of quality improvement in Pakistan. It was concluded that quality means meeting the predetermined standards and noted six themes during qualitative analysis was based on the Self-Assessment Manual used by QECs in DAIs in Pakistan.
Studying the Breaches in a Collaborative Research Project in Mathematics Education: Making Sense of the Adaptations
Author: Savard, Annie
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Education,Grade 3,Elementary School Teachers,Eskimos,Foreign Countries,Classroom Research,Educational Researchers,Cooperation,Lesson Plans,Educational Objectives,Interpersonal Relationship,Educational Change

This paper presents a collaborative research project developed by a researcher in mathematics education and a grade 3 Inuit teacher from Northern Quebec. Four learning situations were created, but discrepancies occurred between what was planned and agreed upon by both collaborators, and what was enacted during the project. We studied these discrepancies, which we define as breaches in the research agreement created by both collaborators. We found breaches in three components of the agreement: in the discrepancies between what was planned and what happened during the enactment of the lesson in the resources used, in the pedagogies used, and in the tasks; in the initial roles agreed upon by both collaborators; and in the goals of the collaborators.
The Perceptions of School Administrators Concerning &quot;Merit&quot; Concept: A Metaphor Study
Author: Gök, Ramazan
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Principals,Teacher Attitudes,Competence,Figurative Language,Administrator Characteristics,Employees,Job Performance

The aim of this study is to evaluate the perceptions of school principals and teachers about the concept of merit by means of metaphors. Metaphor has been used as a data collection method. The research data were obtained from 185 administrators working in public primary and secondary schools in five central districts of Antalya/Turkey. Easily accessible case sampling, one of the purposeful sampling methods, was used to determine the study group. The data were subjected to inductive content analysis by using metaphorical analysis. One hundred and nine metaphors produced by the participants were used in the analysis process. The findings show that the participants mostly likened the concept of merit to &quot;scale,&quot; &quot;tree,&quot; &quot;mother,&quot; &quot;ant,&quot; &quot;driving license,&quot; &quot;dress,&quot; &quot;ladder,&quot; &quot;car,&quot; and &quot;water.&quot; As a result, it is seen that the participants consider the concept of merit in the context of their hierarchical status and associate them with the features that managers should have. On the whole, school administrators explained the concept of merit in terms of suitability to the task, being capable, fair, indispensable, open to development, diligent, integrative, original and visionary, and being focused on career steps. In particular, it is important that competent managers are seen as people who give confidence to their environment, make the right decisions, and act as mentors. In addition, the perception of merit as a means of promotion in career steps is another important result of the study.
Making Disability Research Useful (Practice Brief)
Author: Broido, Ellen M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Scholarship,Disabilities,Higher Education,Students with Disabilities,College Students,Academic Language,Authors,Audience Awareness,Social Bias,Attitudes toward Disabilities

Scholarship on disability in higher education would be more useful to practitioners and make greater contributions to socially justice practice if authors made implications applicable to diverse audiences, focused on addressing ableist environments rather than changing disabled community members, promoted diverse ways of being and functioning, and was written in accessible language. Through examples, I show how implications can be written in ways accessible to and adapted for the work of multiple audiences, address barriers within campus environments, advocate for diverse ways of functioning, and use language and concepts applicable to broad audiences. Through these practices, disability scholarship in higher education can contribute to the development of campus environments that work for the broadest range of students, staff, and faculty.
Persuasive Metrics: Caseload Benchmarking and Data-Driven Tools for Budgetary Advocacy
Author: Brown, Kirsten R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Budgeting,Resource Allocation,Students with Disabilities,Caseworkers,Advocacy,Data Use,College Students,Academic Accommodations (Disabilities),Educational Finance

Caseload (student-to-staff ratio) is a metric commonly used by upper level administrators to inform budgetary allocations. Using a national, random sample we found that the average caseload is 133.0 students per disability practitioner. Institutions with one disability practitioner had a caseload of 154.9 students; institutions with two or three practitioners carried a caseload of 140.7 students. Practitioners working in offices with four or five full-time staff averaged 126.6 students and those with six or more full-time professionals carried a caseload of 135.2 students. Relying solely on caseload metrics to inform budgetary decisions is problematic because practitioners often have extensive workload responsibilities beyond student caseload, current caseloads may reflect overwork rather than socially-just staffing, and caseload metrics assume students use similar accommodations and these accommodations take comparable amounts of time to administer. Thus, we describe eight additional data-driven tools and illustrate how disability leaders can employ these tools for budgetary advocacy.
An Examination of the and Self Efficacy of Utah School-Based Agricultural Education Teachers: An Exploratory Study
Author: Easterly, R. G., III
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary School Teachers,Self Efficacy,Educational Resources,Curriculum,Pedagogical Content Knowledge

There has been a large variety of curricular resources utilized by School Based Agriculture Education Teachers. These resources vary in many ways, including structure, organization, depth of knowledge, and flexibility. The purpose of this study was to explore the Pedagogical Design Capacity of Utah SBAE teachers' through a close examination of the relationship between a teacher's level of self-efficacy and the types of curricular resources they utilized in their classroom. A sample of 114 was drawn from the population of 146 in Utah. Of the 13 curricular resources identified, the curriculum provided by Utah State FFA had the highest frequency of use with 94.1% (f =32.0) of teachers reporting use. It was reported that the mean self-efficacy for Utah SBAE teachers was M = 3.80 (SD = 0.41). A positive correlation with teacher self-efficacy was reported for five of the resources, seven resources reported a negative correlation, and one resource was found to have a negligible correlation. Each of the resources which produced a positive correlation with self-efficacy were expertly developed curricular resources. Because teachers use several curricular resources, materials should be designed to be used in concert with other sources.
Animals in Environmental Education: Assessing Individuals&apos; Emotional Reactions to Interactions with Wildlife
Author: Silva dos Santos, Marina
Date: 2020-00-00
Type: Journal Articles
Subjects: Animals,Environmental Education,Emotional Response,Affective Behavior,Positive Attitudes,Negative Attitudes,Summer Programs,Psychological Patterns,Misconceptions

Environmental education (EE) programs, when combined with human-wildlife interactions (HWI), can trigger emotions, an essential part of attitudes that influence pro-environmental behaviors (PEB). We used participant observation and a post-event evaluation survey to investigate emotional response to HWI among participants from marine educational programs at the University of Georgia Marine Education Center and Aquarium, Savannah, GA. We found that during HWI participants demonstrated positive (e.g., empathy) and negative emotions (e.g., frustration) with animals, including misconceptions and negative perceptions toward snakes and horseshoe crabs. In addition, outdoor exploration, contact with wildlife (direct or indirect), biofacts exhibitions and live animal presentations were the practices that most engaged participants in the programs, indicating that animals (e.g., turtles and crabs) can increase participants' interest in educational activities. By incorporating wildlife in EE practices, educators can engage individuals in activities and stimulate their emotional attachment to animals, which can encourage changes in perceptions, leading to PEBs necessary for environmental conservation.
Internal Stakeholders&apos; Voices for Overcoming the Challenges Presented by Studying Engineering through the Medium of English in Oman
Author: Ali, Holi Ibrahim Holi
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Language of Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Collaboration,Science Teachers,English for Academic Purposes,Educational Change,Teacher Attitudes,Language Proficiency,Oral Language,Critical Thinking,Thinking Skills,Course Descriptions,Barriers,Foreign Countries,Undergraduate Students,Student Attitudes

This current study based on a PhD study conducted by the researcher in 2018. The findings reported in this study were obtained from the analysis of interviews. The suggestions of engineering students and their English for Academic Purposes (EAP) and engineering teachers to overcome the challenges presented by studying through the medium of English will be presented and analysed. Data was analysed using thematic analysis. The research methodology employed in this study is qualitative by using methods such as semi-structured interviews. Several issues and suggestions were identified from the data set, and several themes emerged from the analysis, namely: the need to reform the school system; the need to review and restructure foundation and post-foundation programmes; the need for more strongly emphasised oral communication courses; the importance of hiring engineering teachers with high language proficiency levels; and the need to establish cooperation mechanisms between language teachers and engineering tutors, as well as to embed critical-thinking skills in English language syllabi. Both teachers and students thought the EMI issues should be considered during the foundation and post-foundation stages where students were expected to be well prepared for their speciality in terms of language proficiency and other skills.