ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Middle School Mathematics Teachers&apos; Experiences of Using a Smart Phone
Author: Yildiz, Cemalettin
Date: 2018-06-00
Type: Speeches/Meeting Papers
Subjects: Middle School Teachers,Mathematics Teachers,Telecommunications,Handheld Devices,Teacher Attitudes,Technology Integration,Educational Technology,Technology Uses in Education

The purpose of this study is to reveal middle school mathematics teachers' experiences of using a smart phone. In the study, survey method was used. The study was carried out with 105 middle school mathematics teachers. As a data collection tool, a survey that consists of two sections was used. Percentages and frequencies were used in terms of analysis of the data. In addition, direct quotations from the opinions of teachers regarding their answers to questions in the survey were included. As a result of the study, it was determined that majority of the teachers use smart phones every day, have a good level of smart phones usage competencies, have been using smart phones at least for three years, and that they desire to improve themselves on using smart phones. In addition, it was revealed that a considerable number of teachers think that smart phones affect social life partially positive, believe that smart phones contribute to professional development positively, think that smart phones have advantages and disadvantages at an equal rate and experience difficulties in terms of running out of battery. Lastly, it was determined that considerable majority of the teachers use smart phones at least for an hour per day, use smart phones in the evenings mostly, learn how to use smart phones on their own, follow the developments related to smart phones and use smart phones mostly for taking pictures and to display them. In-service training activities for teachers can be organized by the Ministry of National Education on how to use smart phones more effectively.
Investigation of Graduate Students&apos; Academic Self-Efficacy Beliefs
Author: Gökçek, Tuba
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Self Efficacy,Student Needs,Beliefs,Student Attitudes,Foreign Countries,Language Proficiency,English (Second Language),Research Skills,Assignments,Theses,Writing (Composition),Databases,Data Analysis,Data Interpretation

The aim of this study is determining academic self-efficacy beliefs of students pursuing graduate study and revealing their needs and shortcomings from the graduate education. Case study method was used and data were collected by a form developed by the researchers from 92 students receiving masters and Ph.D.'s in different programs. As a result of data analysis, it was determined that 35% of participants were sufficient in understanding the studies written in English while 29% of them were competent in benefitting these articles. Besides, 71% of participants stated that they were sufficient in preparing assignments, presentations, projects; 66% of them were in obtaining and reviewing the literature, 57% of them were in using the databases. While the ratio of participants feeling themselves sufficient in determining thesis subject was 28%, this ratio was 35% in writing thesis or proposal. Finally, while 38% of participants stressed that they were sufficient in analysing, understanding and interpreting the results of the qualitative findings while this ratio was 37% for quantitative data. At the end of the study, implications for graduate students and higher education institutions are discussed. [Paper presented at WCLTA 2013.]
Comparing the Old and New 6th-8th Grades Mathematics Curricula in Terms of Van Hiele Understanding Levels for Geometry
Author: Yildiz, Cemalettin
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Grade 6,Grade 7,Grade 8,Geometry,Mathematics Skills

This study was conducted with the aim of comparing the behaviors and attainments related to the plane geometry in the old and new 6th-8th grades mathematics curricula (MC) in terms of Van Hiele geometry understanding levels. With this purpose document analysis method was used. In the study, the levels of behaviors and attainments in the old and new 6th-8th grades MC were determined according to Van Hiele theory. As a result of the study, it was found that although the number of attainments in the old mathematics curriculum related to plane geometry decreased in the new one, the percentage of levels of some of the topics was increased. Moreover it was found that both the old and new MC involve higher order behaviors and attainments for 6th grade such as deductive reasoning. [Paper presented at the World Conference on Educational Sciences, 2009.]
Examining Elementary School Students&apos; Attitudes towards Mathematics in Terms of Some Variables
Author: Kögce, Davut
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Mathematics Instruction,Attitude Measures,Elementary School Students,Elementary School Mathematics,Grade 6,Grade 7,Grade 8,Mathematics Achievement,Comparative Analysis

The purpose of this study is to determine and compare how the attitudes towards mathematics of second grade students in elementary school changes according to some variables. This study was carried out by using survey method. As data collection tool, Mathematics Attitude Questionnaire (MAQ) which consists of 37 items each with five response alternatives covering the attitudes of students towards mathematics was used. In this research, this questionnaire was administered to 200 elementary school students from two different primary schools in 2007-2008 education terms in the city of Trabzon, Turkey. The data were analyzed by one-way ANOVA and independent samples t-tests using the statistical package program (SPSS 10.0). As a result, it is revealed that there are statistically significant differences in terms of the attitudes towards mathematics according to their grade levels, but gender of students. [Paper presented at the World Conference on Educational Sciences, 2009.]
Comparing International Vocational Education and Training Programs: The KOF Education-Employment Linkage Index
Author: Renold, Ursula
Date: 2018-02-00
Type: Reports - Research
Subjects: Foreign Countries,Comparative Education,Vocational Education,Education Work Relationship,Labor Market,Curriculum Design,Measurement,Educational Practices,Instructional Systems,Scores,Evidence Based Practice,Educational Policy,Educational Change,Consciousness Raising,Vocational High Schools,Technical Institutes,Apprenticeships

Vocational education and training (VET) is a major policy topic for countries all over the world, who are eager to learn from the best examples where participation in VET is high and youth unemployment is low. Policymakers want to know how strong VET systems manage challenges like rapid technological change, matching labor market demand for skills, attracting enrollment, and creating high-status VET programs. There is a perception that the secret lies in the intended curricula of successful VET programs, and a curriculum comparison of better and worse programs could uncover it. The hope seems to be that such a comparison would yield a simple solution--incorporate more STEM subjects perhaps, or make sure all students learn soft skills. However, that is not the case. What differentiates the strongest and weakest VET programs is the level of linkage between actors from the education and employment systems. This comparative report defines and measures the linkage between VET education and employment systems, then uses it to compare the largest upper-secondary VET programs from 20 countries. [This report was produced by the KOF Swiss Economic Institute in Zurich.]
MCPS Schools at a Glance, 2015-2016
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Middle Schools,High Schools,Special Schools,Counties,Enrollment,School Personnel,Educational Facilities,School Activities,Costs,Salaries,Fringe Benefits,Outcome Measures

&quot;Schools at a Glance&quot; provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Officer of the Chief Operating Officer--Department of Facilities Management and Department of Management, Budget, and Planning; Office of the Chief Academic Officer; Office of the Chief Technology Officer; Office of Curriculum and Instructional Programs; Office of the Deputy Superintendent of School Support and Improvement; Office of Shared Accountability; and the Office of Special Education and Student Services. For the 2014-2015 report, see ED557707.]
A Tour of the Research Data Management (RDM) Service Space. The Realities of Research Data Management, Part One. OCLC Research Report
Author: Bryant, Rebecca
Date: 2017-03-00
Type: Reports - Research
Subjects: Research,Data,Information Management,Information Services,Higher Education,Capacity Building,Foreign Countries,Case Studies,Research Universities,Research Reports

Research data management (RDM) has emerged as an area of keen interest in higher education, leading to considerable investment in services, resources and infrastructure to support researchers' data management needs. This is the first in a series of reports by OCLC Research which examines the context, influences and choices higher education institutions face in building or acquiring RDM capacity--in other words, the infrastructure, services and other resources needed to support emerging data management practices. Our findings are derived from detailed case studies of four research universities, hailing from four distinct national contexts: the University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia) and Wageningen University &amp; Research (the Netherlands). In this introductory report, we provide some brief background on the emergence of RDM as a focus for research support services within higher education; present a simple framework for navigating the contours of the RDM service space; describe the methodology we employed for assembling our findings and discuss the key elements of RDM capacity acquisition these findings address; and offer a preview of the next report in the series. [For Part Two, see ED589134. For Part Three, see ED589137. For Part Four, see ED589138. For the Supplemental, see ED589139.]
Scoping the University RDM Service Bundle. The Realities of Research Data Management, Part Two. OCLC Research Report
Author: Bryant, Rebecca
Date: 2017-09-00
Type: Reports - Research
Subjects: Research,Data,Information Management,Information Services,Higher Education,Foreign Countries,Case Studies,Research Universities,Training,Expertise

&quot;The Realities of Research Data Management&quot; is a series of four reports looking at the context, influences and choices research universities face in building or acquiring research data management (RDM) capacity. The findings are derived from detailed case studies of four research universities, hailing from four distinct national contexts: the University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia), and Wageningen University &amp; Research (the Netherlands). This report looks at the RDM service bundles of the four universities to better understand how the local RDM service bundle is shaped by the complex interplay of internal and external factors, institutional requirements, and local choices. In reviewing the experiences of the four case study institutions, a common theme emerged: RDM is not a monolithic set of services duplicated across universities; it is a customized solution shaped by a range of internal and external factors operating on local decision-making. An important corollary to this finding is that scoping an RDM service bundle sufficient to meet institutional needs does not necessarily mean implementing the full range of services within the RDM service space. This report explores these findings in the context of the case study partners, examining how each university scoped their local RDM service bundle in light of each institution's broader institutional and external environments. In each case, the choices made--and the resulting RDM service bundle--reflect the particular circumstances of the university in question. While each university is unique, other institutions may see something of themselves in one or more of the universities examined, and the case studies may serve as models or patterns to inform local RDM planning in other contexts. [For Part One, see ED589133. For Part Three, see ED589137. For Part Four, see ED589138. For the Supplemental, see ED589139.]
Incentives for Building University RDM Services. The Realities of Research Data Management, Part Three. OCLC Research Report
Author: Bryant, Rebecca
Date: 2018-01-00
Type: Reports - Research
Subjects: Research,Data,Information Management,Information Services,Higher Education,Capacity Building,Foreign Countries,Case Studies,Research Universities,Incentives,Compliance (Legal),Behavior Standards,Scholarship,Strategic Planning,Researchers,Needs

&quot;The Realities of Research Data Management&quot; is a four-part series that explores how research universities are addressing the challenge of managing research data throughout the research lifecycle. The series examines the context, influences, and choices higher education institutions face in building or acquiring research data management (RDM) capacity--in other words, the infrastructure, services, and other resources needed to support emerging data management practices. Findings are based on case studies of four institutions: University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia), and Wageningen University &amp; Research (the Netherlands). In this third report in the series, the authors explore the incentives that inspired the acquisition of RDM capacity on the part of the four research universities described in the case studies and describe both the general patterns and context-dependent circumstances that shaped these incentives. Based on the case studies, as well as the broader RDM landscape, the authors organized these incentives into four broad categories: compliance, evolving scholarly norms, institutional strategy, and researcher demand. Key takeaways include: (1) University investment in research data management infrastructure, services, or personnel is motivated by locally relevant incentives; (2) Case study partners acted to establish RDM services in anticipation of, rather than in direct response to, researcher demand and explicit policy mandates; (3) Researcher demand and compliance with policy mandates were important factors in re-shaping and sustaining the RDM service bundle over time, but were not the key drivers for establishing RDM services in the case study institutions; (4) While the constellation of relevant incentives differs from one context to another, the acquisition or development of local RDM capacity is invariably motivated by an interest in protecting or enhancing institutional reputation and success; and (5) Consequently, the long-term sustainability of university RDM services is contingent upon alignment with institutional needs, as much as individual researcher needs. [For Part One, see ED589133. For Part Two, see ED589134. For Part Four, see ED589138. For the Supplemental, see ED589139.]
Sourcing and Scaling University RDM Services. The Realities of Research Data Management, Part Four. OCLC Research Report
Author: Bryant, Rebecca
Date: 2018-04-00
Type: Reports - Research
Subjects: Research,Data,Information Management,Information Services,Higher Education,Foreign Countries,Case Studies,Research Universities,Training,Expertise,Outsourcing,Organization

&quot;The Realities of Research Data Management&quot; is a four-part series that explores how research universities are addressing the challenge of managing research data throughout the research lifecycle. The series examines the context, influences, and choices higher education institutions face in building or acquiring research data management (RDM) capacity--in other words, the infrastructure, services, and other resources needed to support emerging data management practices. Findings are based on case studies of four institutions: University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia), and Wageningen University &amp; Research (the Netherlands). This final report of the series examines the &quot;sourcing and scaling&quot; choices made by the four research universities regarding their acquisition of RDM capacity. The choices that individual institutions make with respect to sourcing and scaling likely depend on a host of factors, including local staffing and infrastructure, availability of cooperatively sourced or nationally provisioned services, and willingness to pay for commercially sourced solutions. The report concludes with some general insights about sourcing and scaling RDM services that emerge from the case studies. While each of the four case studies partners pursued a different strategy, there are trends that span the institutions, including: curation services are the most likely to be externalized education and expertise services are largely local in scale. Sourcing and scaling RDM changes to fit institutional needs. [For Part One, see ED589133. For Part Two, see ED589134. For Part Three, see ED589137. For the Supplemental, see ED589139.]
Selected University RDM Service Profiles. The Realities of Research Data Management. OCLC Research Supplemental
Author: Bryant, Rebecca
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Research,Data,Information Management,Information Services,Higher Education,Foreign Countries,Case Studies,Research Universities,Training,Expertise,Organization,Profiles

The service profiles presented here were reviewed and confirmed by staff at Edinburgh University, Monash University, University of Illinois at Urbana-Champaign, and Wageningen University &amp; Research. The profiles are descriptive inventories, with brief observations about the scope, organization and staffing of RDM [research data management] services in these universities, prefaced with some remarks about the national context in which university RDM offer is embedded. The compilation of profiles is published by OCLC Research as supplementary, supporting material for The Realities of Research Data Management report series. [For Part One, see ED589133. For Part Two, see ED589134. For Part Three, see ED589137. For Part Four, see ED589138.]
Building Blocks: Laying the Foundation for a Research Data Management Program
Author: Erway, Ricky
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Research Administration,Information Management,Program Implementation,Library Services,Research Needs,Needs Assessment,Training,Metadata,Information Security,Privacy,Intellectual Property,Copyrights,Preservation,Archives,Planning,Publicity,Library Networks

This report describes an extensive set of actions and resources that can be leveraged by libraries establishing basic research data management programs. Part 1, &quot;Laying the Foundation,&quot; is intended to help institutions establish the underpinning for the next steps suggested in Part 2, &quot;Building Up and Out.&quot; The order in which any of these steps are implemented should be determined by the needs of your researchers in combination with the capabilities and resources of your library. Establishing a firm understanding of basic data management needs, providing introductory information and training, and implementing an outreach plan will provide the scaffolding to allow you to continue building your RDM infrastructure. In order for your program to be sustainable, it is important that you assess the needs of the researchers and the institution on an ongoing basis--and be ready to build to the next level, while also, being open to signs that a remodel is called for.
An Investigation of Secondary School 7th Grade Students&apos; Awareness for Intangible Cultural Heritage
Author: Gurel, Davut
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 7,Knowledge Level,Cultural Awareness,Cultural Background,Social Studies,Cultural Activities,Ceremonies,Games,Nationalism,Oral Tradition

The aim of this study is to determine the secondary school students' views about the intangible cultural heritage (ICH) elements, which are in the social studies curriculum, and to raise awareness of these elements if there is any intangible cultural heritage in their neighbourhood. This study, which is based on the qualitative research method, was conducted in phenomenology design. The study group of the research consists of 25 students studying in schools in Bartin Province centre and its villages. In the study, data were obtained from semistructured interview forms. Content analysis was used in the analysis of the data. According to the results of the research, students are confused about the concept of ICH elements. It is seen that students' attention toward cultural events could not be transferred to practice, were negatively affected by technological developments and the experience of families about ICH elements are effective on students' attitudes toward cultural heritage elements. According to another result obtained in the research, the students who participated in the study gave more examples about social rituals, festivals and children's games for ICH. When the given examples are examined, it is seen that there are examples for the ICH elements from the immediate surroundings of the students. In addition, students stated that the protection of cultural heritage is necessary for the protection of the national identity.
Predicting Contextual Informativeness for Vocabulary Learning
Author: Kapelner, Adam
Date: 2018-00-00
Type: Reports - Research
Subjects: Vocabulary Development,Databases,Training,Models,Statistical Analysis,Prediction,Performance,High School Students,Language Arts,Secondary School Teachers,Surveys,Context Effect

Vocabulary knowledge is essential to educational progress. High quality vocabulary instruction requires supportive contextual examples to teach word meaning and proper usage. Identifying such contexts by hand for a large number of words can be difficult. In this work, we take a statistical learning approach to engineer a system that predicts informativeness of a context for target words that span the range of difficulty from middle school to college level. Our database (released open source) includes 1,000 hand-selected words associated with approximately 70,000 contextual examples gathered from the Internet. Our training data included each context rated by 10 individuals on a four-point informativeness scale. We process the text of each context into a novel collection of approximately 600 numerical features that captures diverse linguistic information. We then fit a nonparametric regression model using Random Forests and compute out-of-sample prediction performance using cross-validation. Our system performs well enough that it can replace a human judge: for a target word not found in our dataset, we can provide curated contexts to a student learner such that most of the contexts (54 percent) feature rich contextual clues and confusing contexts are rare (&lt;1 percent). The quality of our curated contexts was validated by an independent panel of high school language arts teachers. [This paper was published in &quot;IEEE Transactions on Learning Technologies&quot; v11 n1 p13-26 Jan-Mar 2018 (ISSN 1939-1382) (EJ1174702).]