ethanporcaro/eric-fulltext-meta huggingface dataset:
Transportation Infrastructure and Family Educational Expectations: An Empirical Analysis Based on the China Family Panel Survey
Author: Cai, Qingfeng
Date: 2022-00-00
Type: Journal Articles
Subjects: Transportation,Family Attitudes,Expectation,Foreign Countries,Higher Education,Family Income,Rural Areas,Parent Background,Social Class,Urban Areas,Rural Urban Differences,Rural Development

Based on data from the China Statistical Yearbook and China Family Panel Survey (CFPS), this article investigated the influence of regional transportation infrastructure development on family education expectations. Research results show that there is a significant positive correlation between transportation infrastructure and family educational expectations and that the improvement of transportation infrastructure can enhance the family's willingness to engage their children in higher education. According to the results of influencing mechanism analysis, transportation infrastructure development affects family education expectations by increasing family income and changing family reproduction concepts and educational ideas. In addition, the impact of transportation infrastructure construction on family education expectations is heterogeneous: the positive correlation between them is particularly significant in rural areas with less developed transportation infrastructure, in areas with low average education level of parents and slow information communication, and among families of lower social classes; however, the relationship between the two variables is not prominent in urban areas, in areas where information communication is fast and parents have a higher average education level, and among families with higher social classes. These research findings offer the nation and government new implications for better promoting poverty alleviation through education and rural revitalization in underdeveloped areas.
The Four Rs of Leader Efficacy
Author: Kall, Lori
Date: 2022-10-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Self Efficacy,Principals,Doctoral Programs,Alumni,Administrator Education,Leadership Training,Attitudes,Program Effectiveness,Leadership Qualities,Interpersonal Relationship,Relevance (Education),Psychological Patterns,Administrator Responsibility

Self-efficacy is considered a key component for successful leadership; however, educational leadership doctoral programs do not often focus on leader self-efficacy (LSE) for principals. The purpose of this study was to understand perceptions of Ed.D. alumni who are currently principals regarding what contributed to the development of leader self-efficacy (LSE) and how programs can develop LSE. Bandura's theory of self-efficacy and Paglis and Green's three-dimensional construct for LSE served as the conceptual framework. The results of this study may provide insights for programs into how LSE can be developed in a doctorate and thereby improve student academic outcomes.
How Do Preservice Teachers Feel about Integrating American Indian Culture When Teaching Science?
Author: Obery, Amanda
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Cultural Education,American Indian Culture,Science Instruction,Elementary School Teachers,Self Efficacy,Student Experience,Attitude Change

While Montana teachers are tasked with including American Indian culture when teaching science, barriers exist, such as no knowledge of American Indian cultures or low efficacy for teaching science. In an exploratory study, survey responses were collected from elementary (K-8) preservice teachers in a science methods course about their perspective of teaching science, specifically including American Indian culture. Results highlight three major structures (past culture, current community, and higher education) that support preservice teachers' feelings of confidence when integrating American Indian culture in their future teaching. These structures are critical since most elementary preservice teachers shared discomfort or fear at the idea of including American Indian culture when teaching. As such, higher education can be a starting point to building critical understandings of American Indian culture when teaching science.
Elementary Pre-Service Mathematics Teachers&apos; Noticing Teaching Practices Based on TIMSS Video Study
Author: Çelebi-Ilhan, Emine Gül
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Mathematics Achievement,Mathematics Tests,Preservice Teachers,Video Technology,Attention,Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Educational Environment,Teacher Behavior,Observation

This study investigates elementary pre-service mathematics teachers' noticing in a video-based activity within the context of a mathematics teaching methods course. To this end, we analyzed what and how pre-service mathematics teachers noticed in the Public Release Third International Mathematics and Science Study (TIMSS) videos. Data obtained from pre-service teachers' written analysis of classroom teaching videos were then analyzed. The results indicate that pre-service teachers primarily focused on &quot;discourse&quot; followed by &quot;task&quot; and &quot;learning environment&quot; aspects of the classroom teaching presented in the videos. While pre-service teachers' noticing was primarily descriptive and evaluative in a general sense, there was less interpretive level noticing. It was interesting that most comments belonging to the interpretive level appeared in the task category. Additionally, pre-service mathematics teachers generally noticed the elements of instruction related to teachers (i.e., the teacher's role, movement, and pedagogy) at descriptive and evaluative levels, but were less attentive to how specific classroom events, tasks, or content were connected with students' learning. Our findings suggest that exposing pre-service mathematics teachers to multiple contexts and diverse mathematical content during the analysis of video cases of classroom practices in collaborative environments supports noticing specific aspects within classroom practice.
How Do Teacher Candidates Perceive the Concept of Zero?
Author: Özkaya, Merve
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Knowledge Level,Number Concepts,Expertise,Elementary Education,Special Education,Primary Education,Preschool Education,Comparative Analysis

This study was to determine how teacher candidates perceive zero. In this study, which used the case study method from qualitative research approaches, 264 teacher candidates constituted the participants. The participants consisted of 66 elementary mathematics, 58 special education, 82 primary school and 58 preschool teacher candidates. The questions in data collection tool that do not require knowledge at the level of expertise were created. The research was conducted with candidate teachers studying in different departments. It was found that there were no obvious differences between the candidates' perceptions of zero.
The Internet Isn&apos;t a Luxury Anymore: How Educational Leaders Can Promote Equitable Digital Access for All Students
Author: Razo, Rosy
Date: 2022-10-00
Type: Journal Articles
Subjects: Access to Computers,Disadvantaged,Equal Education,Internet,Court Litigation,Access to Education,Student Rights,Civil Rights,Educational Resources,COVID-19,Pandemics,Technology Uses in Education,Incidence,Student Empowerment,Knowledge Level,Computer Use,Technology,Educational Technology,State Legislation,Digital Literacy,Communication (Thought Transfer)

How do we ensure that all students have the tools and resources they need to succeed in today's educational context? In this article, we explore how the right to education generally and to specific educational tools and resources in California have been protected through litigation in the past; how the COVID-19 pandemic revealed technology-based educational inequities in our system that were previously unacknowledged; and, we propose strategies that educational leaders and legislators who seek to provide equality of educational opportunity may consider in the distribution of educational resources moving forward.
The Impact of Internship on Undergraduate STEM Students&apos; Interest in STEM Teaching
Author: Cook, Kristin
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Student Interests,Teaching (Occupation),Occupational Aspiration,Career Choice,Internship Programs,Influences,Student Recruitment,Science Instruction,Mathematics Instruction,Student Experience,Student Attitudes

STEM teachers are considered one of the most important factors in inspiring high school students in STEM to excite them about the dynamic nature of the STEM fields (PCAST, 2010). Increasing the number of qualified and diverse science and mathematics teachers, especially those working in high-need areas, is of paramount importance. The intention of this mixed methods study was to consider the ways in which a teaching-focused internship might impact an undergraduate STEM student's decision to consider entering the STEM teaching profession. Results indicated internships were an important recruitment tool for STEM majors to consider a career in science and/or mathematics teaching. Authors detail implications for supporting STEM interns at all points of their development as a teacher.
The Latina Superintendent&apos;s Ethical Problem Solving for Equity and Justice
Author: Rodriguez, Sonia
Date: 2022-10-00
Type: Journal Articles
Subjects: Superintendents,Ethics,Problem Solving,Inclusion,Social Justice,Social Bias,Administrator Role,Women Administrators,Mexican Americans,Equal Education,Educational Discrimination,Preschool Education,Elementary Secondary Education,Activism,Values,Leadership Responsibility,Self Efficacy,Leadership Styles,Self Esteem,Gender Bias,Culture Conflict,Empowerment,Social Capital,Mentors,Power Structure

American schools have been dealt a blow that included a pandemic, economic crisis, as well as racial unrest, initiating an energized charge for social justice advocacy. Our superintendents are currently facing an unprecedented challenge in ensuring that the campus community lives in a fair, inclusive, and opportunity-rich society. However, school systems are notorious for resisting change. This causes moral and ethical dilemmas for the school district leader seeking social justice within all school settings. The equity minded leader's mission is to make a difference in all students lives, but ethical dilemmas heighten as social issues become divisive and combative among communities. In this chapter, the ethical decision making of Latina superintendents are highlighted as they share their experiences of ethical dilemmas related to historical oppressive practices and educational injustices. Some of these ethical dilemmas surfaced when they encountered conflicts among school board members who they perceived as losing focus on best practices for student needs. Each of these women expressed a desire to make systematic changes to historically inequitable school systems. These Latinas were able to remain true to their personal professional standards while confronting adversity. These stories will assist Latina leaders harness their power within, while continuing their crucial activist work for equity.
Reasoning at the Intersection of Science and Mathematics in Elementary School: A Systematic Literature Review
Author: McCashin, Liam Quinn
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Science Education,Mathematics Education,Research Reports,Research Methodology,Classroom Environment,Interdisciplinary Approach,Teaching Methods,Learning Processes,Authentic Learning,Thinking Skills

Despite efforts to integrate science and mathematics learning in elementary school through carefully designed activities, students' cognitive processes remain relatively untapped as a possible place of intersection. We believe &quot;reasoning&quot; is a productive co-curricular concept that could lead to meaningful integration. We conducted a systematic literature review of empirical research published over the past 20 years on students' reasoning in both science education and mathematics education. Articles were summarized and examined for their: (1) methodological approach and experimental design; (2) social dimension in the classroom; (3) definition of reasoning and associated structures; and (4) evidence of students' engagement in reasoning. For each theme, relationships between scientific and mathematical reasoning research were examined for the purposes of finding intersections and discrepancies between the two subject areas. As a result, we suggest the term &quot;STEM reasoning&quot; that embodies the core skills and thought processes across both subject areas to provide an authentic approach to integrating elementary school science and mathematics learning.
The Development of Mathematical Model Consciousness in Junior Secondary Students: A Lesson Study of the Instruction of Congruent Triangles
Author: Xu, Wenjing
Date: 2023-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Standards,Educational Objectives,Geometric Concepts,Junior High School Students,Class Activities,Mathematics Teachers,Mathematical Models,Lesson Plans,Foreign Countries,Prior Learning,Mastery Learning,Teaching Methods,Teacher Student Relationship,Instructional Effectiveness

The Compulsory Education Course Standards for Mathematics 2022 have highlighted the educational objectives of junior secondary mathematics by emphasizing the development of mathematical competence and practical learning. Model consciousness, as one of the fundamental mathematical competencies to be developed at the junior secondary level, can facilitate students' comprehension of the universal application of mathematics. Teachers of mathematics in junior high school should construct effective classroom activities based on the cognitive qualities of their students in order to enhance their mathematical model consciousness and comprehension of the substance of mathematics knowledge. This paper is a lesson study of the education of Congruent Triangles, and its purpose is to investigate strategies for fostering mathematical model consciousness among junior high school pupils.
Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues
Author: Tekin, Nurcan
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Teachers,Science and Society,Faculty Development,Science Instruction,Middle School Teachers,Secondary School Teachers,Foreign Countries,Program Effectiveness,Pedagogical Content Knowledge,Attitude Change,Pilot Projects

Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants' views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators.
Supporting Pre-Schoolers&apos; Acquisition of Geometric Knowledge through Mind Mapping
Author: Sezer, Türker
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Mathematics Education,Instructional Materials,Geometry,Concept Mapping,Foreign Countries

Mind mapping refers to the use of a specific graphic organizer to support learning. This paper describes the effect of mind mapping on pre-schoolers' geometric learning. Using a pre- and posttest control group quasi-experimental model, researchers found that the use of mind maps resulted in a statistically significant difference in geometry learning for pre-schoolers (mean age = 65.0 months). These results are discussed in terms of their ramifications for pre-school geometry education, as well as for the use of mind maps with pre-school children.
Parental Involvement in Senior Pupils&apos; Learning in the Context of the Implementation of China&apos;s Double Reduction Policy
Author: Luo, Yuwei
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Participation,Educational Attainment,Foreign Countries,Barriers,Public Policy,Secondary School Students,Parent Child Relationship,Educational Policy,Homework,Metacognition,Conflict,Family School Relationship,Parent Attitudes,Educational Attitudes,Learning Processes,Standards,Educational Quality,Educational Resources,Evaluation Methods,Parenting Styles

Parental involvement in learning, entertainment, emotion, and daily care is crucial to the growth and development of children. Due to the increasing significance of educational attainment in China, parental involvement in child learning is receiving ever-increasing weight and is now the most prevalent of the four aspects. In the wake of the implementation of the Double Reduction Policy, family education has encountered new obstacles, resulting in a shift in parental involvement in education. In the framework of policy execution, the learning involvement of parents of senior students merits special consideration, as they are burdened with the upcoming enrollment in secondary school. The objective of this essay is to describe the current state of parental involvement in learning under the new policy and investigate the causes of existing problems. Also presented are suggestions for enhancing the effectiveness of parental involvement in child study.
Trends in Learning and Teaching of Geometry: The Case of the Geometry and Its Applications Meeting
Author: Castro, Paola
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Geometry,Mathematical Applications,Mathematics Education,Instructional Innovation,Mathematics Curriculum,Bibliometrics,Content Analysis,Meetings,Educational Research,Geometric Concepts,Taxonomy

We characterize the thematic trends of the &quot;Geometry and its Applications Meeting.&quot; This meeting is held periodically in Colombia, country in which our study was carried out. We used a taxonomy of key terms specific to mathematics education to code the proceedings of this meeting. The study variables are purpose, educational level, pedagogical notions, and topics. We establish the thematic trends in terms of the values of the variables. We describe their evolution over time and, using a normalization process, we compare the extent to which geometry topics are treated with respect to the other variables. The meeting has disseminated activities and curricular innovations to a lesser extent. The community that attends the meeting is focused on the theoretical development associated with geometry and on higher educational levels. The papers that address pedagogical notions focus on learning and the classroom. The topics with the highest percentage of research are geometry in three dimensions and Euclidean geometry. We suggest that the meeting should promote the dissemination of curricular innovations and give more attention to the notions of teaching, curriculum and assessment in both research and innovations. We perceive the need to address learning and teaching in preschool and primary education.
Whom Do They Become? A Systematic Review of Research on the Impact of Practicum on Student Teachers&apos; Affect, Beliefs, and Identities
Author: Österling, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Practicums,Student Teachers,Student Teaching,Student Teacher Attitudes,Beliefs,Self Concept,Positive Attitudes,Program Implementation,Self Efficacy,Mathematics Instruction

There is a widespread conviction in research on teacher education that practicum contributes to the development of student teachers' inner qualities. This article presents a systematic review of empirical research articles on teacher affect, identities, and conceptions of mathematics, based on 87 publications from 2001-2021. Becoming a teacher is described as a slow, uncertain, and individual process, with varied assumptions about what or whom the prospective teacher needs to become or feel. Generally, a synthesis was difficult, partly due to contextual as well as methodological differences among the included articles. Still, we could conclude how tensions between identities endorsed by school and university became influential for identity development. For affect, we saw contradictory results in how positive attitudes to mathematics can increase or decrease after practicum, and in how stable they are. Studies disagreed on the extent to which students' attitudes and beliefs determine their teaching approach. Despite this complexity, practicum-as-usual appears less successful than various interventions. This may have to do with the widespread implementation fidelity perspective, or with aspects focused on interventions being made more accessible for participants.
College STEM Faculty Teaching Practices: The Influence of a Professional Development
Author: Mataka, Lloyd M.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,STEM Education,Faculty Development,Student Centered Learning,Teacher Attitudes,Teaching Methods,Communities of Practice

In this paper, we present the influence of a professional development, including a faculty learning community (FLC), on STEM teaching practices at a southern US liberal arts college. We used a quasi-experimental mixed-method design to collect information about teaching practices and the influence of the professional development. The Reformed Teaching Observation Protocol (RTOP) was used to evaluate the faculty teaching strategies. The RTOP ratings indicated that most faculty used some sort of active strategies. Further, faculty who attended the professional development had significantly higher RTOP scores than their counterparts. Results from interviews show that faculty were willing to make changes to their teaching approaches based on the workshop. Results from this study contribute to the knowledge base describing the influence of professional development on STEM college faculty teaching strategies.