ethanporcaro/eric-fulltext-meta huggingface dataset:
Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum
Author: Bailey, Judy
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Student Teachers,Student Teaching,Teaching Experience,Learning Experience,Mathematics Instruction,Elementary School Mathematics,Problem Solving,Student Participation,Student Diversity,Alignment (Education),Preservice Teachers,Preservice Teacher Education

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline. During her subsequent teaching practicum she sought to teach mathematics using a variety of problems set in meaningful contexts with an emphasis on children being creators of mathematics. Michele's experience suggests that student teachers can effectively learn and implement ways of teaching mathematics that support the aspirations of New Zealand's curriculum document.
Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice
Author: Hogg, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Capital,High School Students,Ethnic Groups,Pacific Islanders,Culturally Relevant Education,Data Collection,Interviews,Focus Groups,Multicultural Education,Achievement Gains,Outcomes of Education,Individualized Instruction,Scaffolding (Teaching Technique),Student Centered Learning,Student Participation,Planning,Student Behavior,Self Management,Case Studies,Secondary School Teachers

In New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Maori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on impacts for Maori and Pasifika students. FoK has been defined as knowledge and skills gained from life world experience. Participants included high school teachers (n = 5), students (n = 11) from their current classes, and students' parents (n = 5). Data collected over six months fieldwork included: interviews, focus groups, samples of student work, and meetings. Teachers developed two ways to apply students' FoK to support academic learning: drawing on and drawing out their life experiences. Improvements in learning behaviours and achievement gains were reported by students, parents, and teachers.
Developing a Comprehensive Learning Community Program: Navigating Change through Shifting Institutional Priorities
Author: Workman, Jamie L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Development,Communities of Practice,Educational Change,Institutional Mission,Universities,Curriculum Development,Curriculum Implementation,Residential Programs

This is the third of a three-part series which will share information about how a mid-size, comprehensive university has worked to a learning community program, including a residential curriculum. This article focuses on how those working with Learning Communities navigate program development during changing institutional priorities.
What Do Science Teacher Candidates Know about Measuring Instruments and Units?
Author: Hacioglu, Yasemin
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Measurement Equipment,Measurement Techniques,Instructional Program Divisions,Questionnaires,Elementary School Science,Knowledge Level,Misconceptions,Foreign Countries

Problem Statement: It is unknown how Science Teacher Candidates (STCs) recognize measuring instruments and indicate units that STCs will teach to their students, which they will constantly come across when they become teachers. Determining this case is important because it is believed that the results of this study will support the implementations that provide them with the ability to improve their measuring skills during their undergraduate programs. Purpose of the Study: The aim of this study is to determine how knowledge of STCs, in regard to measuring instruments and the units of qualities measured by these instruments, change according to their grades. Method: The sample of this study, which was carried out according to cross-sectional research methodology, was comprised of 259 STCs (freshmen [N = 58], sophomores [N = 68], juniors [N = 67], and seniors [N = 66]) at the department of elementary science teacher education in the faculty of education of a state university. The Measuring Instruments and Units Questionnaire (MIUQ), which is comprised of 17 measuring instruments that take place in science education programs and textbooks for primary schools and their units, was used as a data collection tool in the study. The data gathered from the study was analyzed through content analysis. Findings: Ninety-five percent of senior STCs answered correctly Celsius (oC) and Kelvin as units of temperature. Sixty-one percent of sophomore STCs answered heat as the quality measured by the calorimeter. Eighty-four percent of junior STCs did not provide an answer for the unit of heat. However, 64% of freshmen STCs stated weight as the quality measured by the bascule; 60% of them stated kg as the unit of weight. Ninety-one percent of junior, 82% of senior, 69% of freshmen, and 60% of sophomore STCs did not answer the quality measured by the manometer. Seventy-nine percent of freshmen and 72% of junior STCs did not answer the unit of quality measured by the graduated cylinder. Five percent of senior and 3% of sophomore STCs stated that the &quot;V&quot; symbol is the unit of speed. Conclusions and Recommendations: In the study, it was determined that STCs are misinformed about the qualities measured by measuring instruments, and they lack knowledge regarding the units of measured qualities. It is concluded that their knowledge of measuring instruments and units does not increase parallel to their grades.
School Administrators&apos; and Teachers&apos; Opinions about Influencing Each Other
Author: Cetin, Saadet Kuru
Date: 2016-00-00
Type: Journal Articles
Subjects: School Administration,Administrators,Teacher Attitudes,Foreign Countries,Secondary School Teachers,Semi Structured Interviews,Organizational Communication,Employees,Phenomenology,Qualitative Research

In this study, it were aimed to determine how the secondary school administrators and teachers influence each other. The data was collected from 18 school administrators and 20 teachers. The sample of the study consisted of secondary school administrators and teachers working at Ankara, Kiriklale, Kirsehir, Konya, Mugla, Izmir, Mus, Bursa, Izmit, Istanbul city centers, Turkey. The data in the study were collected through semi-structured interviews. Semi-structured interview forms including six questions were developed for based on the sub-objectives Kipnis ve Schmidt's classification, which are set as a) friendliness, b) reason, c) bargain, d) coalitions, e) assertiveness, f) higher authority and g) sanction. According to the results of the study, while teachers use friendliness, reasoning and bargaining tactics to influence their managers. They use coalitions tactics at least. On the other hand, while school administrators use friendliness, bargaining and coalition tactics and they use assertiveness tactic at least.
Primary School Principals&apos; Self-Monitoring Skills
Author: Konan, Necdet
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Schools,Principals,Self Evaluation (Individuals),Foreign Countries,Surveys,Statistical Analysis,Gender Differences,Administrator Characteristics

The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In data analysis, descriptive statistics, t-test, homogeneity of variances, One-Way Analysis of Variance (ANOVA) and Tukey's test were used. The primary school principals' mean self-monitoring score was found to be 9.72. In addition, primary school principals' self-monitoring skills did not significantly vary in terms of gender and length of service. On the other hand, primary school principals who were class teachers had a higher level of self-monitoring skills than subject teachers; Faculty of Education graduates had a higher level of self-monitoring skills than those of other faculties', teachers serving as principals had a higher level of self-monitoring skills than both principals and assistant principals at a significant level.
The Development of Mathematical Knowledge for Teaching of Mathematics Teachers in Lesson Analysis Process
Author: Baki, Mujgan
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Knowledge Base for Teaching,Graduate Study,Mathematics Teachers,Video Technology,Teacher Student Relationship,Student Centered Learning,Secondary School Mathematics,Barriers

This study aims to explore the role of lesson analysis in the development of mathematical knowledge for teaching. For this purpose, a graduate course based on lesson analysis was designed for novice mathematics teachers. Throughout the course the teachers watched videos of group-mates and discussed the issues they identified in terms of student-teacher relationship for a student centered instruction. Analysis over the video made teachers notice points and came to realize the thoughts of students; they had otherwise missed at the classroom. They achieved improvements regarding the awareness of the need to identify the cases presenting the most difficulty to the students in terms of teaching, and the necessity to take precautions regarding such points, to learn about the reason of the difficulty, and to pay attention to the statements by the students. Therefore, it is possible to note that the teachers improved themselves in terms of student' knowledge with respect to the mathematical knowledge for teaching.
Using a Simulation Game to Make Learning about Angles Meaningful. An Exploratory Study in Primary School
Author: Piu, Angela
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Games,Simulated Environment,Elementary School Students,Elementary School Mathematics,Grade 4,Observation,Interviews,Mathematics Instruction,Geometry,Geometric Concepts,Teaching Methods,Role Playing,Foreign Countries

As indicated in numerous research studies, schoolchildren encounter many difficulties and obstacles in learning the multifaceted concept of the angle. In order to explore the possibility of enhancing schoolchildren's understanding of such a concept, the authors present a study that aims at investigating some structural characteristics of Angolandia, a simulation game for learning about angles specifically designed according to theoretical-methodological choices for which references were initially drawn from the literature on simulation games and teaching mathematics. This research, involving 31 children from two, 4th-year primary school classes who played Angolandia, reports the observations made as the game was played, an analysis of a written interview on the angle with children before and after the educational activity and an interview with their teachers. These initial data are discussed and considered as the point of departure for systematic experimentation and future developments.
The Effects of Online Interactions on the Relationship between Learning-Related Anxiety and Intention to Persist among E-Learning Students with Visual Impairment
Author: Oh, Yunjin
Date: 2016-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Systems,Visual Impairments,Foreign Countries,Anxiety,Interaction,Intention,Web Based Instruction,Distance Education,Higher Education,Surveys,Assistive Technology,Correlation,Course Content,College Students,Multiple Regression Analysis,Statistical Analysis,Questionnaires

This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of e-learning students with visual impairment was collected in Seoul, Korea over three weeks from November to December 2012. One hundred and three students completed the survey via email or telephone. The results showed significant associations between learning-related anxiety and intention to persist with e-learning. Three types of online interactions had different roles in and effects on the relationship between learning-related anxiety and intention to persist. Suggestions for improving intention to persist among students with visual impairment and for facilitating online communications were discussed.
In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption among University Educators
Author: Nascimbeni, Fabio
Date: 2016-12-00
Type: Journal Articles
Subjects: Adoption (Ideas),College Faculty,Open Education,Interviews,Teaching Methods,Higher Education,Educational Quality,Access to Information,Access to Education,Online Courses,Resource Units,Shared Resources and Services,Information Technology,Technology Uses in Education,Instructional Materials

The paper explores the change process that university teachers need to go through in order to become fluent with Open Education approaches. Based on a literature review and a set of interviews with a number of leading experts in the field of Open Educational Resources and Open Education, the paper puts forward an original definition of Open Educator which takes into account all the components of teachers' work: learning design, teaching resources, pedagogical approaches and assessment methods of teachers' activities. Subsequently, to help the development of teachers' openness capacity, the definition is further developed into a holistic framework for teachers, which takes into account all the dimensions of openness included in the definition and which provides teachers with self-development paths along each dimension. By working on the definition and on the framework with the interviewed experts, the paper concludes that a strong relation exists between the use of open approaches and the networking and collaboration attitude of university teachers, and that in order to overcome the technical and cultural barriers that hinder the use of open approaches in Higher Education, it is important to work on the transition phases--in terms of awareness and of capacity building--that teachers have to go through in their journey towards openness.
Assuring Quality in E-Learning Course Design: The Roadmap
Author: Vlachopoulos, Dimitrios
Date: 2016-12-00
Type: Journal Articles
Subjects: Electronic Learning,Course Descriptions,Quality Assurance,Higher Education,Distance Education,Technological Advancement,Educational Technology,Meta Analysis,Qualitative Research,Standards,Online Courses,Technology Uses in Education,Case Studies

Quality Assurance (QA) concepts and applications in Higher Education (HE) emerge from evolving meanings related to HE's dynamic relationship with social, economic, cultural, and technological developments. The latter has been redefined by the growth spurred by the forms distance and online education acquired during the last decades. Creating a roadmap with clearly articulated meanings of quality and consistent key actions fills a need for the involved communities to reground the research, policymaking, and the related discourse. Our current work consists of a thorough meta-analysis on all available research in every identified pertinent field. It is a qualitative review of the concepts, definitions, and approaches about quality in general, but also specifically, in e-learning in HE, as they have globally appeared in peer-reviewed journals, government reports, and web pages. As we left no stone unturned in enquiring regarding the meanings, uses, evolution, and applicability of the revealed variables it is our hope that the roadmap we provide here will guide future research and support policy-making in the field. The present study is part of the research project &quot;e-learning Quality Assurance Design Standards in Higher Education&quot; (e-QADeSHE), which was funded by Laureate International Universities as the winning research project for the &quot;International David Wilson Award for Excellence in Teaching and Learning&quot; (2015 edition).
Open Assessment of Learning: A Meta-Synthesis
Author: Chiappe, Andrés
Date: 2016-12-00
Type: Journal Articles
Subjects: Meta Analysis,Literature Reviews,Open Education,Educational Technology,Educational Assessment,Student Evaluation,Summative Evaluation,Formative Evaluation,Internet,Influence of Technology,Feedback (Response),Barriers,Evaluation Criteria

Open Assessment of Learning (OAoL) is an emerging educational concept derived from the incorporation of Information and Communication Technologies (ICT) to education and is related with the Open Education Movement. In order to improve understanding of OAoL a literature review was conducted as a meta-synthesis of 100 studies on ICT-based assessment published from 1995 to 2015, selected from well-established peer-reviewed databases. The purpose of this study focused on identifying the common topics between ICT-based assessment and OAoL which is considered as an Open Educational Practice. The review showed that extensive use of the Internet makes it easy to achieve some special features of OAoL as collaboration or sharing, which are considered negative or inconvenient in traditional assessment but at the same time become elements that promote innovation on that topic. It was also found that there is still a great resistance to accept change (as OAoL does) when structural elements of traditional assessment are questioned or challenged.
Factors Influencing Agricultural Leadership Students' Behavioral Intentions: Examining the Potential Use of Mobile Technology in Courses
Author: Strong, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Influences,Handheld Devices,Technology Uses in Education,Undergraduate Students,Agricultural Education,Student Behavior,Leadership Training,Correlation,Multiple Regression Analysis,Self Efficacy,Independent Study,Grade Point Average,Adoption (Ideas),Land Grant Universities,Statistical Analysis

Mobile technology is pervasive at institutions across the U.S. The study was framed with self-efficacy theory, self-directed learning theory, and the unified theory for acceptance and use of technology. The purpose of this study was to assess undergraduate students' behavioral intention towards mobile technology acceptance in agricultural education courses. The population was undergraduate agricultural leadership students (N = 687) in a department of agricultural education at a land-grant university. Random sampling was employed to assist the researchers in answering the study's objectives and to generalize findings to the target population. Survey research was employed as the data collection method and descriptive statistics, correlations, and multiple regression were implemented to analyze the data. Three hundred forty-four students were surveyed and 88.10% (n = 303) of the sample responded to the survey. Self-efficacy, level of self-directedness, and GPA explained 32% of the variance of students' behavioral intention to use mobile technology. The data suggested students are accepting the use of mobile technology in academic settings to enhance learning. By developing a better comprehension of factors that influence student's behavioral intentions with mobile technology, institutions may improve student learning and better assist institutions achieve strategic objectives through disseminating institutional information with mobile technology.
The Impact of Contact Sessions and Discussion Forums on the Academic Performance of Open Distance Learning Students
Author: Olivier, Benjamin Hugh
Date: 2016-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Distance Education,Attendance,Academic Achievement,Correlation,Statistical Analysis,Open Universities,College Students,Assignments,Test Preparation,Discussion,Control Groups,Teacher Student Relationship,College Faculty,Foreign Countries

This study investigated the impact of face-to-face contact sessions and online discussion forums on the academic performance of students at an Open Distance Learning (ODL) university (N = 1,015). t-Tests for independent samples indicated that students who attended a written assignment preparation contact session performed significantly better in the written assignment than those students who did not attend this contact session [t(813) = 4.64, p = 0.00]; students who attended an examination preparation contact session did not perform significantly better in the examination than those students who did not attend this contact session [t(892) = 1.12, p = 0.26]; while students who used an online discussion forum performed significantly better in the final examination than those students who did not use this forum [t(1,013) = 4.04, p = 0.00]. Reasons for these mixed results are subsequently discussed. The study also found that the attendance of contact sessions and the utilisation of an online discussion forum by students were extremely low, and possible reasons for this are also given. Implications for the use of contact sessions and online discussion forums to improve the academic performance of ODL students are also discussed.
Maintaining Momentum toward Graduation: OER and the Course Throughput Rate
Author: Hilton, John, III
Date: 2016-12-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Graduation Rate,Textbooks,Community Colleges,Comparative Analysis,Two Year College Students,Online Courses,Costs,Academic Achievement,Higher Education,Statistical Analysis,Withdrawal (Education),Case Studies

&quot;Open Educational Resources&quot; (OER) have the potential to replace traditional textbooks in higher education. Previous studies indicate that use of OER results in high student and faculty satisfaction, lower costs, and similar or better educational outcomes. In this case study, we compared students using traditional textbooks with those using OER at Tidewater Community College to compare their performance on what we call course throughput rates, which is an aggregate of three variables -- drop rates, withdrawal rates, and C or better rates. Two self-selecting cohorts were compared over four semesters, with statistically significant results. The study found that, subject to the limitations discussed, students who use OER perform significantly better on the course throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER. This suggests that OER are a promising avenue for reducing the costs of higher education while increasing academic success.