ethanporcaro/eric-fulltext-meta huggingface dataset:
Culturally Responsive Instructional Leadership: A Conceptual Exploration with Principals of Three New Zealand Mainstream Schools
Author: Mugisha, Vincent M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Instructional Leadership,Foreign Countries,Educational Policy,Principals,Ethnic Groups,Pacific Islanders,Multicultural Education,Whites,Minority Group Students,Administrator Attitudes,Academic Achievement,Elementary School Students,Educational Practices,Institutional Characteristics,Administrator Characteristics,Interviews

Principals of many New Zealand (NZ) mainstream schools navigate a complex intercultural educational policy environment to address the academic challenges of Maori and Pasifika students. This inquiry sought to explore the concept of &quot;culturally responsive instructional leadership&quot; by studying the knowledge, actions, motives, perceptions, and challenges of White principals in a primary school, an intermediate school, and a high school in NZ. The emergent conceptual definition of &quot;culturally responsive instructional leadership&quot; includes those purposeful, well-intentioned, creative, and collaborative actions that a principal takes to enhance the academic engagement and achievement of minority-culture students.
Become History: Learning from Identity Texts and Youth Activism in the Wake of Arizona SB1070
Author: Paris, Django
Date: 2012-00-00
Type: Journal Articles
Subjects: Activism,Critical Theory,Literacy,Praxis,Vignettes,Teaching Methods,Identification (Psychology),Didacticism,Educational Practices,Educational Strategies,Youth Programs

The title of this article comes from a poster in Pedro's Arizona classroom. The poster read, &quot;The only violence in schools should be the kind you read about in history classes. Be smart. Don't become history.&quot; This message became increasingly salient to me while investigating Pedro's engagement with literacy. Using critical theory and contextualizing his work in the policies and shifting demographics of Arizona, I offer vignettes of Pedro's participation in classroom and protest literacy. Pedro's participation calls out a different message from the poster: his action and reflection through literacy is about becoming history.
Globalization and Multilingualism: Case Studies of Indigenous Culture-Based Education from the Indian Sub-Continent and Their Implications
Author: Singh, Navin Kumar
Date: 2013-00-00
Type: Journal Articles
Subjects: Global Approach,Indigenous Knowledge,Multicultural Education,Educational Practices,Educational Change,Foreign Countries,Cultural Awareness,Case Studies,Native Language,Teaching Methods,Language of Instruction,Educational Needs,Indigenous Populations,Multilingualism

This paper presents some of the major program initiatives honoring Indigenous knowledge, culture, heritage, arts, and skills through curricular reforms and culturally appropriate educational practices on the Indian sub-continent. It presents case studies of Indigenous culture-based education, with reference to mother tongue and multicultural education practices and discusses their implications.
Reading and Analyzing Ethnographies through Literature Circles: A Praxis Model for Encouraging Multicultural Educators
Author: Coles-Ritchie, Marilee
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethnography,Literature,Teacher Education,Teaching Methods,Multilingualism,Cultural Pluralism,Action Research,Critical Thinking,Cultural Background,Reading Material Selection,Reader Text Relationship,English Language Learners,Group Dynamics,Futures (of Society),Student Surveys

This study explores the process of implementing literature circles using ethnographies as the texts to better prepare teachers for multicultural/ multilingual teaching contexts. Data collected by the course instructor and two of the participants, using a Critical Teacher Action Research (CTAR) methodology, indicate that participants think critically, connect to the texts and others, and identify ways to enhance school practice based on the funds of knowledge described in the ethnographic works when participating in literature circles. The author provides the process of implementing literature circles in teacher education courses and provides an action plan for further practice.
Reading in Their Own Interests: Teaching Five Levels of Analysis to U.S. Students of Color in Urban Communities
Author: Camangian, Patrick Roz
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Instruction,Minority Group Students,Urban Schools,Culturally Relevant Education,Critical Thinking,Academic Discourse,Writing (Composition),Reading Comprehension,Reading Strategies,High School Students,Urban Teaching,African American Students,Qualitative Research,Case Studies,Critical Reading,Content Analysis,Essays

This article examines the usefulness of engaging culturally relevant texts with five levels of analysis to foster critical thinking and academic writing. Teachers who are not critical of seemingly a theoretical, ahistorical reading methods often overlook the ways that cultural biases in instructional methods ignore the cultural and critical needs of urban students of color (Bartolome, 1994; Morrell, 2008). Using five levels of analysis (explicit, implicit, theoretical, interpretive, and applicable) addresses this concern by challenging students to comprehend the central ideas of texts, interrogate in terms of social justice, connect concepts to their immediate realities and extrapolate useful ideas to apply to their everyday lives.
Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy
Author: Gunn, AnnMarie Alberton
Date: 2013-00-00
Type: Journal Articles
Subjects: Autobiographies,Preservice Teacher Education,Preservice Teachers,Culturally Relevant Education,Internship Programs,Teaching Methods,Curriculum Design,Qualitative Research,Content Analysis,Semi Structured Interviews,Teacher Educators,Reflective Teaching,Cultural Awareness,Transformative Learning,Learning Theories,Writing (Composition),Course Content,Case Studies,College Students,Seminars,Data Analysis,Student Teacher Attitudes,Student Diversity,Career Choice,Reflection,Outcomes of Education,Educational Benefits,Prior Learning

Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N = 24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students.
Art and Text as Living Inquiry into Anti-Immigration Discourse
Author: Faltis, Christian
Date: 2012-00-00
Type: Journal Articles
Subjects: Immigration,Immigrants,Mexican Americans,Discourse Analysis,Painting (Visual Arts),Political Attitudes,Social Justice,Public Policy,Art,Death,Social Bias,Educational Environment,Undocumented Immigrants

This paper examines the connections between art and text regarding the (mis) treatment of Mexican immigrants, particularly in schools. The paper discusses the harsh realities of anti-immigrant discourse through a series of oil paintings created to depict selected issues of Mexican immigrant experiences that are also written about in text. The main argument of this paper is that art expands the imagination of written text to provoke meanings that are interconnected to textual representation and, at the same time, creates openings for the unfolding of visceral sensations and critical meaning.
Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador
Author: Veintie, Truija
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Bilingual Education,American Indians,Teacher Education,Social Justice,Global Approach,Educational Practices,Ethnography,Interviews,Observation,Elementary School Students,Elementary School Teachers,Teacher Educators,Religion,International Organizations,Teacher Attitudes,American Indian Languages,Spanish,Photography

This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the &quot;Monday morning assembly,&quot; a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice.
Conversations on Indigenous Education, Progress, and Social Justice in Peru
Author: Huaman, Elizabeth Alva Sumida
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Global Approach,Instructional Design,Culturally Relevant Education,Educational Development,Models,Educational Policy,Native Language Instruction,Language Skill Attrition,Language Planning

This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education.
Experimental Studies on Electronic Portfolios in Turkey: A Literature Review
Author: Alan, Selahattin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literature Reviews,Portfolios (Background Materials),Electronic Publishing,Multimedia Materials,Experimental Programs,Alternative Assessment,Educational Practices,Technology Uses in Education

In this study, a literature review was conducted about an individual's selected efforts, products stored in electronic format, and electronic portfolios that reflect the development and capacity of multimedia systems. In this context, relevant experimental studies performed in Turkey are collected to show e-portfolio application forms, their development, and to provide information about current activities for the use of e-portfolios. When the results of studies on e-portfolios are examined, it was determined achievement, attitude, creativity skills, application skills, etc. about e-portfolio application users caused an increase in the positive direction in many variables to reveal various features of e-portfolios. Users' opinions have been positive.
Perceived Parenting Styles as Predictor of Internet Addiction in Adolescence
Author: Dogan, Huseyin
Date: 2015-00-00
Type: Journal Articles
Subjects: Parenting Styles,Internet,Mass Media Effects,Mass Media Use,Addictive Behavior,Adolescent Attitudes,Predictor Variables,High School Students,Behavior Rating Scales,Correlation,Gender Differences,Student Surveys,Student Attitudes,Likert Scales,Statistical Analysis,Multiple Regression Analysis,Foreign Countries

This study examined the perceived parenting styles as predictors of Internet addiction in adolescence. The participants of the study were a total of 419 high school students including 238 girl and 181 boy students whose mean age was 16.5. Personal information form, &quot;Internet Addiction Test&quot; and &quot;Perceived Parenting Style Scale&quot; was used for the collection of research data. In data analysis, techniques of t test, F-test, simple correlation, and regression analysis was utilized. The results revealed that perceived parenting style varies significantly depending on Internet addiction level. Adolescents with partial Internet addiction perceived more democratic their parenting style than non-addictive adolescents; while adolescents with partial symptoms and pathological Internet addicts have perceived their parents more protective-demanding and authoritarian compared to non-addictive adolescents. Moreover, Internet addiction level differs according to gender of adolescence that male adolescents were found to suffer more from problematic Internet addiction than girls. Based on the findings, implication was discussed.
Students' Understanding of the Definite Integral Concept
Author: Serhan, Derar
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Achievement,Undergraduate Students,Calculus,Mathematics Tests,Knowledge Level,Familiarity,Mathematical Aptitude,Foreign Countries

This study investigated students' procedural and conceptual knowledge of the definite integral. Twenty-five students enrolled in one section of an undergraduate Calculus II class participated in this study. Data were collected from a test that was conducted during the fourth week of the semester. The test aimed at collecting information about the students' procedural and conceptual knowledge of the definite integral. The results indicated that the students' most dominant knowledge was the procedural one, and that they had limited understanding of the definite integral. Their abilities to represent the concept in different ways were limited; they could represent the concept using only two different representations.
An Investigation of Eighth Grade Students' Problem Posing Skills (Turkey Sample)
Author: Arikan, Elif Esra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questioning Techniques,Investigations,Grade 8,Mathematics Education,Creative Activities,Academic Ability,Qualitative Research,Experimental Groups,Control Groups,Worksheets,Incidence,Comparative Analysis

To pose a problem refers to the creative activity for mathematics education. The purpose of the study was to explore the eighth grade students' problem posing ability. Three learning domains such as requiring four operations, fractions and geometry were chosen for this reason. There were two classes which were coded as class A and class B. Class A was consisted of successful students in comparison to class B in terms of mathematical acquisition. The study has been carried out by means of qualitative research. On the other hand, independent samples T test was used for obtaining statically inference. Moreover, chi-square test was used whether this students' problem posing ability is independent of mathematics topics.
Investigating Mathematical Knowledge for Teaching Proof in Professional Development
Author: Lesseig, Kristin
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematical Logic,Validity,Professional Development,Mathematics Teachers,Professional Personnel,Mathematical Concepts,Teaching Methods,Pedagogical Content Knowledge,Secondary School Mathematics,Elementary Secondary Education,Case Studies,Leaders,Interviews,Comparative Analysis,Mathematics Skills,Elementary School Students,Middle School Students,High School Students,Qualitative Research,Faculty Development

Research documenting teachers' fragile understanding of proof and how it is advanced suggests that enhancing the role of proof in school mathematics will demand substantial teacher learning. To date, there is little research detailing what mathematical knowledge might support the teaching of proof or how professional development (PD) might afford such learning. This paper advances a framework for Mathematical Knowledge for Teaching Proof (MKT for Proof) that specifies proof knowledge across subject matter and pedagogical domains. To explore the utility of the framework, this paper examines data from four different PD settings in which teachers and leaders worked on the same proof-related task. Analysis of discussions across these four settings revealed similarities and differences in knowledge of proof made available in each setting. These findings provide a means to detail the MKT for Proof framework and demonstrate its usefulness as a tool for designing, analyzing and evaluating proof experiences in PD.
Student-Produced Videos for Exam Review in Mathematics Courses
Author: Hulsizer, Heidi
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematics Curriculum,Video Technology,Tests,Test Reviews,Teaching Methods,Technology Uses in Education,Educational Technology,Visual Aids,Instructional Materials,College Mathematics,Higher Education,College Students,Undergraduate Students,Student Surveys,Student Attitudes,Active Learning,Technological Advancement,Electronic Publishing,Web Sites,Mathematics Education,Distance Education,Web Based Instruction,Internet,Handheld Devices,Audio Equipment,Information Dissemination,Calculus,Males,Sample Size

Videos have been used in classrooms for decades, but student-produced video has recently become a viable, economical option to enhance learning. Students were asked to create videos to be used for their exam review in two different undergraduate mathematics courses: Differential Equation and Complex Analysis. Students were then surveyed about their opinions on the project and its helpfulness for exam review. Students enjoyed the project, found it engaging and most of them viewed the videos again outside of class. Students agreed that creating videos helped them learn the material better. However, students still preferred instructor-led review over student videos for exam review.
Teaching the Concept of Limit by Using Conceptual Conflict Strategy and Desmos Graphing Calculator
Author: Liang, Senfeng
Date: 2016-00-00
Type: Journal Articles
Subjects: Graphing Calculators,Mathematics,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Calculus,Undergraduate Students,Higher Education,College Mathematics,Models,Mathematics Education,Mathematics Teachers,Majors (Students),Mathematical Logic,Validity

Although the mathematics community has long accepted the concept of limit as the foundation of modern Calculus, the concept of limit itself has been marginalized in undergraduate Calculus education. In this paper, I analyze the strategy of conceptual conflict to teach the concept of limit with the aid of an online tool--Desmos graphing calculator. I also provide examples of how to use the strategy of conceptual conflict. This graphing calculator provides an interactive, dynamic, and persuasive approach of teaching limit. I focus on applying the conceptual conflict idea to the concept of limit in the situation where &quot;x&quot; approaches infinity. This strategy can be applied to the limit of a function when &quot;x&quot; approaches a fixed number.
A Literature Review: The Effect of Implementing Technology in a High School Mathematics Classroom
Author: Murphy, Daniel
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Literature Reviews,Mathematics,Mathematics Instruction,Mathematics Education,Secondary School Mathematics,Motivation,Mathematics Curriculum,National Competency Tests,Mathematical Concepts,Thinking Skills,Scores,Learner Engagement,Teaching Methods,Secondary School Teachers,Secondary School Students,Telecommunications,Handheld Devices,Geometry,Geometric Concepts,Observation,Student Surveys,Instructional Materials,Technological Advancement,Foreign Countries,Hearing Impairments,Mathematics Teachers,Algebra,Curriculum Development,Teacher Student Relationship,Middle School Students,Assistive Technology

This study is a literature review to investigate the effects of implementing technology into a high school mathematics classroom. Mathematics has a hierarchical structure in learning and it is essential that students get a firm understanding of mathematics early in education. Some students that miss beginning concepts may continue to struggle with mathematical computation and concepts throughout the educational experience. One learning strategy that can be implemented throughout the curriculum that can help students succeed in mathematics is the use of technology in the pedagogy of the classroom. To this end, this literature review is to stimulate reflection on the effect of using technology in the high school mathematics classroom since it can help engage students in the learning process, allow students to have a higher accuracy with computational tasks, help create a less-anxious mathematics environment for students, help motivate students, and help students get a deeper understanding of the mathematical content.
Stories about Math: An Analysis of Students' Mathematical Autobiographies
Author: Latterell, Carmen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Autobiographies,Mathematics,Mathematics Instruction,Mathematics Education,Higher Education,College Mathematics,College Students,Mathematics Curriculum,Secondary School Mathematics,Preservice Teachers,Attitudes,Majors (Students),Mathematics Teachers,Motivation,Teacher Role

This paper analyzes 16 preservice secondary mathematics education majors' mathematical autobiographies. Participants wrote about their previous experiences with mathematics. All participants discussed why they wanted to become mathematics teachers with the key factors being past experience with mathematics teachers, previous success in mathematics classes, and the intrinsic rewards associated with helping others with mathematics problems.
Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya
Author: Mwingirwa, Irene Mukiri
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Secondary School Mathematics,Teaching Methods,Foreign Countries,Geometry,Computer Software,Mathematics Achievement,Teacher Attitudes,Mathematics Teachers,Data Collection,Mathematical Concepts,Technology Uses in Education,Mathematical Logic,Geometric Concepts,Educational Innovation,Mathematics Curriculum,Technological Advancement,Mixed Methods Research,Questionnaires,Secondary School Teachers,Secondary School Students,Correlation,Classroom Observation Techniques,Participant Observation,Item Analysis,Teaching Experience,Teacher Effectiveness,Information Technology,Algebra,Sampling

The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers' perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers' perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers' responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers' engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers' perceptions.