ethanporcaro/eric-fulltext-meta huggingface dataset:
Propensity Score Matching Helps to Understand Sources of DIF and Mathematics Performance Differences of Indonesian, Turkish, Australian, and Dutch Students in PISA
Author: Arikan, Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Probability,Test Bias,Mathematics Instruction,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Structural Equation Models,Regression (Statistics),Predictor Variables,Mathematics Achievement,Mathematics Tests,Cross Cultural Studies

We examined Differential Item Functioning (DIF) and the size of cross-cultural performance differences in the Programme for International Student Assessment (PISA) 2012 mathematics data before and after application of propensity score matching. The mathematics performance of Indonesian, Turkish, Australian, and Dutch students on released items was compared. Matching variables were gender, an index of economic, social and cultural status, and opportunity to learn, in exact, nearest neighbor, and optimal matching. Logistic regression and structural equation modeling were used to identify DIF. If propensity scores were used in the DIF analyses as performance predictors, much less DIF was found than in the original data; similarly, when in tests of country differences in mathematics performance, propensity scores were used as covariates, effect sizes of tests of country differences were reduced substantially. We concluded that propensity scoring provided us with a new tool to better control sources of DIF and country differences in PISA mathematics performance.
Inquiry into (In)Ability to Navigate Dissidence in Teacher Education: What It Tells Us about Internalized Racism
Author: Shim, Jenna Min
Date: 2018-00-00
Type: Journal Articles
Subjects: Qualitative Research,Ethnography,Racial Bias,Racial Discrimination,Inquiry,Teacher Education,Teacher Educators,Ethnic Stereotypes,Power Structure,Advantaged,Whites,African Americans,Minority Group Students,Racial Identification,Racial Attitudes

In this study, the author, a teacher educator of color, explores her inability to successfully navigate a tension-filled moment in a teacher education diversity course while discussing ethnic and racial stereotypes. More specifically, using &quot;inquiry as stance&quot; and relocating personal pedagogical practice to social and critical practices through the conceptual lenses of &quot;white racial supremacy&quot; and &quot;double consciousness&quot;, she investigates her dilemma that she uncomfortably confronts when a student of color speaks up against the majority of students in class who are white. In working through and theorizing the author's inner conflict, as she feels the commitment to support the student of color while also seeking validation by the majority students, she concludes that teacher educators of color committed to social justice work can unwittingly alienate the very students of color they are committed to inspire as an effect of internalized white supremacy. In the final section, the author argues that internalized white racial supremacy is an inevitable condition of structures of racial oppression, and a failure to recognize and study internalized white racial supremacy can hamper diversity and multicultural education that are meant to combat racism and further perpetuate existing racial hierarchies.
Shifting Preservice Teachers&apos; Beliefs and Understandings to Support Pedagogical Change in Mathematics
Author: Letwinsky, Karim Medico
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Student Attitudes,Mathematics Instruction,Qualitative Research,Case Studies,Common Core State Standards,Teacher Education Programs,Preservice Teacher Education,Elementary School Mathematics,Mathematical Concepts,Mathematics Teachers,Undergraduate Students,Elementary School Teachers,Teaching Methods,Grounded Theory,Protocol Analysis

Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs beliefs previously formed by personal elementary experiences. Results of the pre- and postcourse analysis demonstrate notable shifts in beliefs, understandings, and personal philosophies. A situated context and a social constructivist approach coupled with critical reflective exercises created an environment for PSTs to reflect upon and change their personal conceptual frameworks.
Examining the Accuracy and Justification of Geometric Constructions Made by Pre-Service Teachers with Dynamic Geometry Software and the Awareness They Gained throughout the Process
Author: Bozkurt, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Accuracy,Preservice Teachers,Geometric Concepts,Phenomenology,Case Studies,Geometry,Computer Software,Elementary School Teachers,Foreign Countries,Qualitative Research,Mathematics,Mathematics Instruction,Mathematics Teachers

This study examined pre-service teachers' accuracy for geometric constructions with dynamic geometry software, their justification for the accuracy of geometric figures, and their awareness they gained throughout the process. The data come from a sample of 71 elementary grade pre-service teachers activity form completed as a part of geometry course in a large university in Southeast of Turkey. The data were analyzed by using both descriptive and content analysis techniques of qualitative research. Findings revealed that elementary grade preservice teachers' performance for geometric figure construction and their performance for geometrical justification were limited. Furthermore, only very few elementary grade pre-service teachers noticed the differences and similarities for their geometrical constructions when using dynamic software. Results further showed that elementary grade pre-service teachers need more geometrical construction activities on dynamic software environment in order to make accessible them to improve their conceptual knowledge on geometrical concepts.
Promote Democratic Citizenship among Rural Women: A Chinese NGO&apos;s Two Models
Author: Zhao, Xu
Date: 2012-01-00
Type: Journal Articles
Subjects: Models,Citizenship,Citizenship Education,Rural Population,Womens Studies,Democratic Values,Civil Rights,Nongovernmental Organizations,Administrator Attitudes,Disadvantaged,Partnerships in Education,Beliefs,Educational Practices,Barriers,Identification (Psychology),Conflict Resolution,Foreign Countries,Case Studies,Semi Structured Interviews

A Beijing-based non-governmental organization (NGO) strives to empower rural Chinese women and migrant girls by increasing their awareness of constitutional rights and promoting their capacities to exercise their civil and political rights. This article reports the NGO leaders' perceptions of the goals, strategies, and challenges in their citizenship endeavor, and analyzes their educational activities in theoretical and cultural contexts. By reporting a tension between the two founding leaders and unpacking the different approaches they take to engaging rural women, we demonstrate how the conceptualization of human rights education in the rural Chinese context is influenced by three approaches to human rights--the Confucian emphasis of rites, the Western tradition of emphasizing law, and the &quot;human functional capacities&quot; approach--and how the implementation process is constrained by China's political framework, the social conditions of rural women, and the NGO leaders' vantage points.
Construction Process of the Length of [cube root of 2] by Paper Folding
Author: Guler, Hatice Kubra
Date: 2018-00-00
Type: Journal Articles
Subjects: Paper (Material),Teaching Methods,Mathematics Instruction,Mathematics Teachers,Mathematical Logic,Mathematics,Professional Personnel,Thinking Skills,Geometric Concepts,Geometry,Secondary School Mathematics,Secondary School Teachers,Algebra,Problem Solving,Foreign Countries

The main purpose of this study is to investigate mathematics teachers' mathematical thinking process while they are constructing the length of [cube root of 2] by paper folding. To carry out this aim, two teachers--who are PhD. students--were interviewed one by one. During the construction, it was possible to observe the consolidation process of Pythagorean and Thales Theorem. All interviews were videotaped and analyzed through descriptive methods, according to abstraction in context, characteristics of consolidation and mathematical habits of mind. It was found that both two teachers constructed the knowledge of Pythagorean and Thales Theorems before the study and also these knowledges were consolidated. In addition, it was determined that these two approaches (abstraction in context and mathematical habits of mind) were close and corroborated each other. Moreover, consolidation process corroborated mathematical habits of mind.
Mathematics Teachers&apos; Use of Information and Communication Technologies: An International Comparison
Author: Kiru, Elisheba W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Information Technology,Comparative Education,Technology Uses in Education,Technology Integration,Teacher Collaboration,Self Efficacy,School Surveys,Teacher Surveys,Faculty Development,Foreign Countries,Predictor Variables,Statistical Analysis

There is an urgent need to understand how often teachers use information and communication technologies (ICT) in mathematics instruction. This information can provide vital links that can help stakeholders make connections about ICT use in mathematics instruction and student learning experiences with ICT. Scholars in the field have reported on the numerous challenges in schools facing ICT integration beyond availability of ICT. Understanding the frequency of ICT use can also shed light on areas that need continued research, such as examining the trends of ICT use in mathematics instruction among teachers and across countries. Additionally, in an effort to understand how teachers use ICT, there is a need to investigate the various factors that may impact ICT use in content areas such as mathematics. This study offers an international perspective that focuses on eight countries using the TALIS 2013 dataset to investigate frequency of ICT use, and examine factors that may have contributed to teachers' ICT use in mathematics instruction. This analysis shows limited ICT use in mathematics instruction and differences in ICT use among the countries. Teacher cooperation, mathematics self-efficacy, and professional development in ICT skills were significant predictors of ICT use. Implications for research and policy are discussed.
Curbing Ignorance and Apathy (across the Political Spectrum) through Global Citizenship Education
Author: Thier, Michael
Date: 2017-01-00
Type: Journal Articles
Subjects: Citizenship Education,Global Education,Educational Needs,Educational Practices,Politics of Education

Michael Thier proposes that in a world beset by the opportunities and challenges of globalization, Global Citizenship Education (GCE) can instill the knowledge, skills, behaviors, and dispositions to live, learn, and work. In one of many global citizenship conceptualizations, Oxley and Morris (2013) present four cosmopolitan dimensions--political, moral, economic, and cultural--and four advocacy dimensions--critical, social, environmental, and spiritual. Thier argues that with so many dimensions to navigate, one might readily recognize why GCE can prompt students' critical thinking about the world they inhabit (Henderson, Nunez-Rodriguez, &amp; Casari, 2011; Maguire, Donovan, Mishook, de Gaillande, &amp; Garcia, 2012). Thier writes that given climate change, wealth inequality, permeable borders, and complex geopolitical conflicts, it seems logical that GCE would be offered as a public-school standard. Unfortunately, though, the travesty of inequitable opportunities to learn relegates GCE to boutique status. Less than 1.5% of U.S. public schools offer GCE to their K-12 students (Thier, 2016). Even in the rare places that offer GCE, access favors students who are university-bound, white, and from affluent backgrounds (Perna et al., 2013). Several additional challenges thwart efforts to scale up GCE: Its literature base is diffuse (Marshall, 2011), its definitions remain hotly contested (Davies, 2006; Myers, 2016), and empirical studies are rare (Kerkhoff, 2016). Thier concludes that still, this burgeoning area of interdisciplinary research and practice links GCE to several desirable outcomes, such as increasing empathy within and across cultures, as well as fostering engagement with and understanding of complex international affairs (Goren &amp; Yemini, 2017).
Metacognition, Positioning and Emotions in Mathematical Activities
Author: Daher, Wajeeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Psychological Patterns,Mathematics Activities,Middle School Students,Grade 7,Secondary School Mathematics,Geometry,Algebra,Computer Software,Mathematical Concepts,Learning Processes,Problem Solving,Observation,Leadership,Cooperative Learning,Foreign Countries,Interviews,Video Technology

Researchers of mathematics education have been paying attention to the affective aspect of learning mathematics for more than one decade. Different theoretical frameworks have been suggested to analyze this aspect, where we utilize in the present research the discursive framework of Evans, Morgan and Tsatsaroni. This framework enables to link students' positions to their emotions. Here, we add to this relationship the metacognition variable, where we study how the added variable affects students' positioning in mathematical activities. A group of three Grade 7 high-achieving students participated in the research. They used GeoGebra to learn the topic of perpendicular lines through an authentic activity. The research results indicate that most of the means of claiming leadership were metacognitive in nature and were performed to enable the advancement of the group learning of the topic of perpendicular straight lines. These means were primarily requesting actions, initiating actions, performing actions, declaring actions, taking decisions, evaluation, monitoring and regulation. In one case, the claiming of leadership was accompanied with positive affect, namely enthusiasm, determination, and enjoyment. In the other case, the claiming of leadership was accompanied with different positive affect that included self-confidence and being proud of oneself.
Investigating the Effect of van Hiele Phase-Based Instruction on Pre-Service Teachers&apos; Geometric Thinking
Author: Armah, Robert Benjamin
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Geometric Concepts,Geometry,Pretests Posttests,Experimental Groups,Control Groups,Teaching Methods,Quasiexperimental Design,Statistical Analysis,Conventional Instruction,Mathematics Curriculum,Foreign Countries,Problem Solving,Mathematics Instruction,Comparative Analysis,Scores,Mathematics Teachers,Elementary Secondary Education,Achievement Tests,Mathematics Achievement,International Assessment,Mathematics Tests

This study investigated the effect of van Hiele Phase-based Instruction (VHPI) on Ghanaian Pre-service Teachers' (PTs') geometric thinking in terms of the van Hiele Levels. A pre-test post-test quasi-experimental design was employed. There were 75 PTs each in the experimental group and the control group. Van Hiele Geometry Test (VHGT) was administered to all PTs as both pre-test and post-test. PTs in the experimental group were taught two-dimensional geometry using VHPI while the control group was instructed by conventional instruction. Chi-square results showed that the PTs in both groups had increment in their post-VHGT as compared to the pre-VHGT. However, the PTs in the experimental group achieved better levels of geometric thinking as compared to those in the control group (X[superscript 2] = 58.949, p&lt;0.05). Again, results from paired samples t-test indicated a significant difference in mean scores between control and experimental groups favouring PTs in the experimental group (t = 30.776, p&lt;0.05). The significant improvement in the performance of the experimental group having more PTs at level 3 and 4 than at level 0, 1 and 2 suggest that the VHPI served a useful pedagogical approach, impacted positively on PTs geometric thinking levels and has the potential of improving teaching and learning of geometry in schools than the conventional approach.
Designing an Intervention to Promote Critical Thinking about Statistics in the General Public
Author: Velautham, Leela
Date: 2017-01-00
Type: Journal Articles
Subjects: Intervention,Critical Thinking,Statistics,Misconceptions,Inquiry,Program Development,Politics

&quot;One in five American households do not have a single member in the labor force.&quot; This was a statistic heralded by President-elect Donald Trump (Appelbaum, 2016, para. 2), in a speech during the election campaign, to illustrate the apparently huge number of unemployed Americans and, thus, to expose the perilous state of the American economy. However, if considered critically, this is also a statistic that is incredibly misleading. Trump may be correct that fewer Americans, as a percentage of the total population, are engaged in traditional employment today compared to previous decades. However, the statistic above is not proof that more Americans are unemployed and, indeed, is more indicative of the fact that 20% of American households are headed by retirees (Jacobson, 2016). In this statistic, Trump is tacitly classifying retirees, 16-to-17-year-olds, and stay-at- home parents as being within the ranks of the unemployed. Although this classification may be technically accurate, it misleads the public about the general state of the economy. The recent election campaign was characterized and arguably won on the basis of such bald misinformation and the mischaracterization of seemingly authoritative and objective statistics, figures, and facts. In a year dominated by the twin phenomena of fake news (Holan, 2016) and post-truth politics (Wang, 2016), it is more vital than ever to foster the general public's critical thinking about the numbers and statistics used--and abused--by business leaders, advocates, and policymakers. In this paper, I will describe an intervention designed to foster such critical thinking, and to enable the public to better distinguish between misleading and representative statistics. I will describe the development of this intervention, informed by our understanding of how people reason about statistics and numbers within the context of topics in the public domain, as well as techniques to foster critical thinking in the classroom.
Oklahoma Is a Moving Train: On Trump and the (Impossible) Demand for &quot;Neutral&quot; Classrooms in a Red State
Author: Dyke, Erin
Date: 2017-01-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Political Affiliation,Political Attitudes,Political Issues,Politics of Education,Context Effect,Presidents,Elections,Ethnic Stereotypes,Classroom Techniques,Teacher Attitudes,College Faculty

The co authors of this article write that their own roles as teacher educators, student advocates, and social movement workers provide motivation for engaging in critical conversations to make sense of education in the era of Trump. They wonder how they should engage pedagogically with their contemporary political movement deep in the heart of Oklahoma, which is a red state? They draw on their own experiences from an anonymous department-wide survey that collected experiences and perspectives from undergraduate education majors, teacher education faculty, and in-service teacher-graduate students on the impacts of the election on their classrooms. This essay considers what it means to pedagogically engage the political in their Oklahoma contexts. They begin by describing the state's political context and historicizing the impossibility of neutrality in education. Building on this framing, they analyze 25 survey responses, some stridently pro-Trump and unabashedly white nationalist, and others that describe in detail the effects of the election on Oklahoma's minoritized young people. They end with some thoughts on pedagogical strategies moving forward as they continue to make sense of their work in the specific context of Oklahoma.
Understanding and Undermining Fake News from the Classroom
Author: Rosenzweig, Adam
Date: 2017-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Political Campaigns,Political Candidates,News Media,Accuracy,Ethics,Postmodernism,Democratic Values,Classroom Environment,Controversial Issues (Course Content),Media Literacy,Educational Resources

It's too soon to know what will define Donald Trump's presidency, but one of the defining characteristics of his campaign was a near-total disregard for facts. According to PolitiFact (&quot;Donald Trump's file,&quot; n.d.), about 70% of Trump's statements have been either mostly false, completely false, or outright lies. Candidate Trump wasn't the only one dealing in dishonesty, but the ubiquity of falsehood surrounding his election contributed to the Oxford Dictionaries naming &quot;post-truth&quot; its 2016 Word of the Year. Fake news (Drobnic Holan, 2016) might be the most pernicious form of post-truth. PolitiFact called fake news its Lie of the Year, pointing out that fake news is &quot;the boldest sign of a post-truth society&quot; (para. 12) and that it &quot;found a willing enabler in Trump&quot; (para. 8). Americans should perceive this phenomenon as an existential threat to democracy. What truths remain self-evident if truth itself becomes counterfeit? A post-truth society has no moral center, no basis for conversation, no shared future. If the Trump era is to be the era of post-truth, then schools will have a particularly critical role to play in teaching students to favor reason and evidence over sentiment and preconception. More simply, we need to get better at teaching what Carl Sagan (1995) called &quot;the fine art of baloney detection&quot; (p. 201). Educators must also help students explore and deliberate on political issues. This article examines several particular challenges of fake news on the internet, and offers strategies and resources to support critical thinking and positive political engagement in the classroom.
Student Perceptions of Plagiarism Avoidance Competencies: An Action Research Case Study
Author: MacLennan, Helen
Date: 2018-01-00
Type: Journal Articles
Subjects: Student Attitudes,Plagiarism,Action Research,Case Studies,Integrity,Introductory Courses,Feedback (Response),Academic Discourse,College Students,Writing Assignments,Student Surveys,Qualitative Research,Semi Structured Interviews,Writing Instruction,Masters Degrees,Business Administration Education

Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. Through the involvement of students in an introductory MBA course, this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum.