ethanporcaro/eric-fulltext-meta huggingface dataset:
The Needs Analysis in Self-Concept Module Development
Author: Yusop, Yusni Mohamad
Date: 2015-00-00
Type: Journal Articles
Subjects: Needs Assessment,Self Concept,Learning Modules,Content Analysis,Expertise,Primary Education,Teacher Guidance,Elementary School Students,Delphi Technique,Questionnaires,Individual Development,Personality Development,Statistical Analysis

This research studies needs analyses conducted to examine the need for a self-concept module. Two types of analyses had been conducted; content analysis and experts' consensus. Content analysis was conducted to explore the issues of self-concept from the theory and literature perspective. Later, needs analysis had also been carried out to observe the expert opinion among primary school guidance teachers regarding the findings of the content analysis. The content analysis shows that positive self-concept needs to be fostered during childhood. However, studies on enhancing self-concept among primary school students seem to be neglected. In order to develop the module, a study by FDM indicates that the consensus of the experts are: (a) guidance teachers need references to assist them in enhancing students' self-concept, (b) the knowledge of self-concept should be exposed to the guidance teachers in primary schools, and (c) guidance teachers require additional materials and special references to enhance positive self-concept among primary school students.
Detecting a Gender-Related Differential Item Functioning Using Transformed Item Difficulty
Author: Abedalaziz, Nabeel
Date: 2014-00-00
Type: Journal Articles
Subjects: Test Bias,Test Items,Difficulty Level,Gender Differences,Multiple Choice Tests,Mathematics Tests,Exit Examinations,Grade 11,High School Students,Foreign Countries

The purpose of the study was to examine gender differences in performance on multiple-choice mathematical ability test, administered within the context of high school graduation test that was designed to match eleventh grade curriculum. The transformed item difficulty (TID) was used to detect a gender related DIF. A random sample of 1400 eleventh graders in Kuala Lumpur was selected. In DIF indexes, females showed a statistically significant and consistent advantage over males on items involving algebra, whereas males showed a less consistent advantage on items involving geometry and measurement, number and computation, data analysis, and proportional reasoning. However it was concluded that gender differences in mathematics may well be linked to content.
&quot;I Just Wouldn't Want to Get as Deep into It&quot;: Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education
Author: Simic-Muller, Ksenija
Date: 2015-12-00
Type: Journal Articles
Subjects: Mixed Methods Research,Controversial Issues (Course Content),Preservice Teachers,Mathematics Education,Student Surveys,Interviews,Preschool Teachers,Elementary School Teachers,Middle School Teachers,Social Justice,Preservice Teacher Education,Likert Scales,Coding,Teaching Methods

In this article, the authors report on the initial results of a mixed methods study that examined the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children's home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K-8 teachers and follow-up interviews with nine survey participants. Analysis of the data suggested that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research and for the use of controversial issues in teacher education programs.
Praxis as Dialogue: Teacher and Administrator
Author: Bragelman, John
Date: 2015-12-00
Type: Journal Articles
Subjects: Administrator Attitudes,Power Structure,Dialogs (Language),Mathematics Teachers,Professional Identity,Community Colleges,College Administration,Teaching Methods,Values,Career Change,Books,Freedom,Educational Practices,Writing (Composition),Teacher Attitudes,Reflection,Critical Theory

In the spring of 2014, John Bragelman accepted an administrative position at a community college in Chicago. He struggled with the decision because it meant leaving the mathematics classroom, a space he calls home. As a critical educator, he had the opportunity to watch his students become critical participators in their communities, readers and writers of their world (Gutstein, 2006). He chose to transition to administration because he hoped for a similar narrative on a broader scale, impacting thousands instead of hundreds, but he worried that his values would be negatively influenced by being in a position of &quot;power&quot; in which he might unintentionally reify systemic oppression rather than doing his part to dismantle it. That spring, he encountered bell hooks' (1994) book &quot;Teaching to Transgress: Education as the Practice of Freedom.&quot; In &quot;Teaching to Transgress&quot; there is a section where hooks presents a dialogue between herself and her writing voice. This writing style inspired the dialogue presented by Bragelman in this article--a dialogue between the mathematics educator (i.e., &quot;John the Teacher&quot;), and his recently adopted identity, the administrator (i.e., &quot;John the Administrator&quot;). After working in administration for a year, Bragelman returned to the dialogue, reflecting on the position and its power.
Practices and Benefits of Reading in the Mathematics Curriculum
Author: Caputo, Matthew G.
Date: 2015-12-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Reading Instruction,Mathematics Instruction,Common Core State Standards,Teaching Methods,Personal Narratives,Word Problems (Mathematics),Algebra,Grade 9,Secondary School Mathematics,Interdisciplinary Approach,Writing Across the Curriculum,Reading Assignments,Scores,High Stakes Tests,Reading Achievement,Mathematics Achievement

In the past several years, especially with the adoption of the Common Core State Standards, emphasis has been placed on connectivity among different academic subjects as well as between those subjects and the world. Simultaneously, there has been an increasing trend toward examination questions that are wordier and require more thinking and unpacking of the concept (McTighe &amp; Wiggins, 2014). The purpose of this public story is to elaborate on some classroom techniques that might assist students in becoming comfortable and more successful with interpreting and answering text-based mathematics questions.
Failure of ETeMS: The Teaching Courseware Factor?
Author: Azmi, Mohd Nazri Latiff
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Mathematics Instruction,Teacher Attitudes,English (Second Language),Second Language Instruction,Second Language Learning,Educational Change,Courseware,Computer Assisted Instruction,English for Science and Technology,Elementary School Teachers,Science Teachers,Mathematics Teachers,Questionnaires,Measures (Individuals),Language of Instruction

This study was carried out in response to the announcement of the reversal of the ETeMS policy (English in the Teaching of Mathematics and Science) which had been practiced by teachers in Malaysia since 2003. The Ministry of Education took a drastic approach in gradually halting this controversial policy for several related reasons, namely the poor performance of students and teachers in applying the policy and also political pressure by Malay language activists. The main objective of the study is to investigate whether or not the application of CALL (Computer Assisted Language Learning), in this case is the application of teaching courseware, is one of the contributing factors to the failure of ETeMS. This study also investigated teachers' perception of the teaching courseware implementation in ETeMS. Fifty primary school key - personnel teachers of Mathematics and Science were involved in answering the questionnaire because they were experienced and fully involved in the policy implementation. The findings showed that teachers were not committed to use the courseware for several reasons. However, the teaching courseware is not the major contributing factor to the failure of ETeMS.
Domain Approach: An Alternative Approach in Moral Education
Author: Vengadasalam, Chander
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethical Instruction,Teaching Methods,Social Influences,Social Development,Social Theories,Secondary School Students,Student Attitudes,Qualitative Research,Action Research,Justice,Altruism,Personal Autonomy

This paper discusses the use of the domain approach in moral education in an upper secondary school in Malaysia. Moral Education needs a creative and an innovative approach. Therefore, a few forms of approaches are used in the teaching-learning of Moral Education. This research describes the use of domain approach which comprises the moral domain and social convention domain. Both these domains are used through various suitable activities based on the curriculum content. The Domain Theory is used to determine the moral domain of thinking and the level of social convention domain of the students.
The Evaluation of Students' Written Reflection on the Learning of General Chemistry Lab Experiment
Author: Han, Ng Sook
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Laboratory Experiments,Reflection,Measures (Individuals),Medical Students,Pretests Posttests,Statistical Significance,Control Groups,Experimental Groups,Comparative Analysis,Knowledge Level,Critical Thinking,Intervention,Student Characteristics

Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence on the effect of reflective writing interventions on the learning of general chemistry lab experiment supports the examination of this concept. The central goal of this exploratory study was to evaluate the students' written reflections about experimental work. This study used an instrument, pre- and post-intervention design. Data were collected in the form of individual reflective writing reports by students enrolled in the first semester of a general chemistry course. Our findings indicated that the treatment group had a statistically significant increase (p = 0.000) on the posttest test after a week of reflective writing was administered when compared to the control group. Students' reflective writings were evaluated in the aspects of knowledge, critical thinking and applications. In the case of knowledge, our findings were particularly interesting as higher level of students' knowledge understanding was associated with the experimentation. The results of this study make it imperative for School of Pharmacy (SoP) and Health Sciences (SoHS) at this institution to consider including reflective writing in lab experiments.
Deterministic Chaos: Proposal of an Informal Educational Activity Aimed at High School Students
Author: Greco, Valeria
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Informal Education,High School Students,Physics,Science Instruction,Inquiry,Active Learning,Science Activities,Secondary School Science,Instructional Effectiveness

Chaos theory is not present in the Italian school curricula and textbooks in spite of being present in many topics of classical physics and in everyday life. Chaotic dynamics, in fact, are involved in phenomena easily accessible to everyone or in events experienced by most people in their lives (the dripping of a faucet which keeps people awoken at night, meteorology, traffic, population growth). But chaotic phenomena and how they work are ignored. In this paper a series of experiences related to chaos theory are proposed. These experiences can be developed both in an informal and in a formal setting, so that they can be implemented quite simply in schools or in science centres.
Students' Framing of a Reading Annotation Tool in the Context of Research-Based Teaching
Author: Dahl, Jan Erik
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Attitudes,Notetaking,Documentation,Educational Technology,Student Projects,Cooperative Learning,Inquiry,Case Studies,Epistemology,Cognitive Processes,Masters Programs,Research Design,Collaborative Writing,Electronic Publishing

In the studied master's course, students participated both as research objects in a digital annotation experiment and as critical investigators of this technology in their semester projects. The students' role paralleled the researcher's role, opening an opportunity for researcher-student co-learning within what is often referred to as research-based teaching. Drawing on a sociocultural approach, this article reports on how this setting may affect students' framing (Goffman, 1974). It compares students' framing of the tool used during the digital annotation experiment (Case 1) with students' framing of the tool when investigating the technology in their semester projects (Case 2). The study shows that students' framing of the tool and researcher-student collaborative inquiries were principally different in the two cases. Case 1 mostly adapted the original framing of the tool (&quot;tool perspective&quot;), whereas Case 2 challenged this framing (&quot;tool inquiry perspective&quot;). The exploration of these two foci provides a better understanding of students' epistemological, social, and affective framing under varying contexts and the consequences these have for their tool inquiries.
Explicit Form Focus Instruction: The Effects on Implicit and Explicit Knowledge of ESL Learners
Author: Ebadi, Mandana Rohollahzadeh
Date: 2014-00-00
Type: Journal Articles
Subjects: Grammar,Statistical Analysis,Pretests Posttests,Intervention,Metalinguistics,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Feedback (Response),Language Tests,Experimental Groups,Control Groups,Foreign Countries,Morphemes,Lesson Plans,Language Proficiency,Adult Education,Error Correction

The study examines the effect of explicit form focus instruction and specifically metalinguistic information feedback on the development of both implicit and explicit knowledge of adult English as a Second Language (ESL) learners. Ninety-one subjects at the lower intermediate level were carefully selected through placement test at one of the selected education centre in Kuala Lumpur and randomly assigned into experimental and control groups by the researcher. A quantitative study was conducted over approximately four weeks in 16 sessions. Modal (can and have to), past tense with -ed, Present perfect (since and for), Comparatives, Unreal conditionals were chosen as the target structures. Target structures were taught based on the lesson plan of the study. Pretest and posttest were given before and after the intervention program. The tests consisted of two tests designed to measure implicit knowledge (i.e., EOIT &amp; TGJT) and two other tests (i.e., UGJT &amp; MKT) to measure explicit knowledge. Results of ANCOVA analysis show gains on both types of knowledge on the posttest. The theoretical implication of the results suggests explicit instruction adequately facilitates development of L2 implicit and explicit knowledge. Pedagogically, these results suggest that explicit instruction on some English language features may benefit L2 learners, especially in facilitating their implicit knowledge.
Transferable Competences and the Students' View of Their Significance and Satisfaction with Them: International Comparative Research
Author: Smekalova, Lucie
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Transfer of Training,Employment Potential,Statistical Analysis,Goodness of Fit,Job Skills,Foreign Countries,Student Attitudes,Educational Research,Education Work Relationship,Native Language,Communication Skills,Technological Literacy,Responsibility,Second Languages,Language Proficiency,Intercultural Communication,Teamwork,Entrepreneurship

The paper presents the results of comparative research between the Czech Republic and the Netherlands. The subject of the research was the degree of student satisfaction with the acquired transferable competences and the subjective students' view of the degree to which transferable competences are significant for the employability of an individual at the job market. With the use of statistical methods (the Non-parametrical U-test of Mann and Whitney, the Chi-square Goodness-of-Fit Test), following conclusions are drawn. The empirical research has proved on the explored sample that: (1) there are significant differences between the respondents of both countries in the individual &quot;level of satisfaction&quot; with transferable competences; but (2) there are not significant differences between the transferable competences themselves of both countries expressing the level of students' satisfaction with them. Moreover, the research has proved that: (3) there are significant differences among the transferable competences themselves of both countries (CZ and NL) expressing the level of satisfaction that the students attribute to them; (4) in the Czech Republic, the following competences are perceived as absolutely necessary: &quot;communication in the mother tongue, work with digital technologies, sense of responsibility&quot;; whereas (5) in the Netherlands &quot;communication in the mother tongue&quot; is perceived as absolutely necessary and &quot;communication in foreign languages, sense of initiative and entrepreneurship, teamwork&quot; are viewed as important competences.
Teachers' Perceptions on the Use of ICT in a CAL Environment to Enhance the Conception of Science Concepts
Author: George, Frikkie
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Computer Assisted Instruction,Foreign Countries,Teacher Effectiveness,Educational Policy,Computer Software,Outcomes of Education,Information Technology,Technological Literacy,Science Process Skills,Scientific Concepts,Interviews,Science Teachers,Teacher Attitudes,Intention,Surveys,High Schools,Secondary School Teachers,Technology Integration,Questionnaires,Models,Usability

Instructional methodologies increasingly require teachers' efficacy and implementation of computer-assisted learning (CAL) practices in general and particularly in the science classroom. The South African National Education Department's e-Education[1] policy also encourages the use of computers and computer software in implementing outcome-based curriculum in the teaching and learning processes, proclaiming that; &quot;South African learners in the General Education and Training (GET) and Further Education and Training (FET) bands are expected to be information communication technology (ICT) literate by 2013&quot;. Therefore, teachers also have to become ICT-literate and conversant with the ICT-resources that is available at schools. ICT can help learners conceptualise invisible and abstract science processes, models and concepts. The intention to use technology can be influenced by various variables such as perceived ease of use, perceived usefulness, attitude towards technology and motivation[2]. The aim of this study was twofold: To assess the availability of ICT resources and use in the selected science classrooms; and to determine the interviewed science teachers' perceived intention to use ICT in their classrooms. The theoretical framework of this study is based on the Technology Acceptance Model (TAM) of Davis[2], which is rooted to the Theory of Reasoned Action[3]. The sample for the ICT-survey was ten randomly selected high schools and 45 science teachers, who completed a TAM-questionnaire. This study found that most of the selected schools did have at least the basic ICT-resources in the science classrooms, but it was not used optimally. It was also concluded that the perceived usefulness of ICT-resources seemed to be the most influential factor for the teachers' intention to practise CAL. The results of this study could be useful for education authorities and school managements to solve the problem of under-utilisation of technologies at schools.
Grand Challenges and Chemical Engineering Curriculum--Developments at TU Dortmund University
Author: Kockmann, Norbert
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Chemistry,Manufacturing Industry,Engineering Education,Science Curriculum,College Curriculum,Introductory Courses,Problem Solving,Problem Based Learning,Design,Global Approach,College Faculty,Educational History,Creativity,Scientific Research,Masters Programs

Chemical processing industry is progressively focusing their research activities and product placements in the areas of Grand Challenges (or Global Megatrends) such as mobility, energy, communication, or health care and food. Innovation in all these fields requires solving high complex problems, rapid product development as well as dealing with international competition. These factors should also be reflected in modern chemical and biochemical engineering curricula. At TU Dortmund University, chemical and biochemical engineering education has a long tradition in combining fundamental knowledge in natural science with engineering skills. Hence, the introductory course on chemical engineering already presents the subject in view of the aforementioned global challenges. Fundamentals in chemical engineering incorporating and related subjects, problem-based learning as well as design skills and problem-solving techniques are trained throughout later courses. Lectures, tutorials, and practical work are accompanied by a plant design project, placed at the end of the Bachelor curriculum. Here a group of 8 to 10 students develop a complete production plant. Students are often directly involved with research projects during the last phase of their education, i.e. Bachelor or Master thesis. With the final presentation and &quot;defence&quot; of their work, the students are well prepared for their industrial experience.
Concept Maps: An Instructional Tool to Facilitate Meaningful Learning
Author: Safdar, Muhammad
Date: 2012-00-00
Type: Journal Articles
Subjects: Concept Mapping,Teaching Methods,Instructional Effectiveness,Foreign Countries,Science Instruction,Memorization,Academic Achievement,Recall (Psychology),Physics,Grade 9,Secondary School Science,Constructivism (Learning),Statistical Analysis

This paper describes the procedure of developing an instructional tool, &quot;concept mapping&quot; and its effectiveness in making the material meaningful to the students. In Pakistan, the traditional way of teaching science subjects at all levels at school relies heavily on memorization. The up-to-date data obtained from qualitative and quantitative research strongly supports the value of concept mapping as an instructional tool both for cognitive and affective gains. This study seeks to contribute to this development by considering how the insights of Ausubel can be converted into an effective and efficient instructional method. It was found that concept maps help improving achievement of the students and make learning more meaningful so that retrieval is possible.