ethanporcaro/eric-fulltext-meta huggingface dataset:
The Sophistry of University Rankings: Implications for Learning and Student Welfare
Author: Page, Stewart
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Periodicals,Reputation,Universities,Institutional Evaluation,Classification,Multivariate Analysis,Observation

We present a data-based perspective concerning the recent &quot;Maclean's&quot; magazine rankings of Canadian universities, including cluster and other analyses of the 2007 and 2008 data. Canadian universities empirically resemble and relate to each other in a manner different from their formal classification and final rank ordering in the &quot;Maclean's&quot; system. Several pitfalls in ranking procedures, related to invalid and unreliable relationships among indices underlying the final ranks, are outlined, along with relevant findings from previous studies. In their present format, although they have become increasingly publicized and promoted, data based on the &quot;Maclean's&quot; system are of limited practical use to students. Perhaps more important, ranking exercises have unintended though potentially serious consequences in terms of the intellectual and personal well-being of students.
Using Skills Portfolios in Fourth-Year University Transition to Work Courses
Author: Wolstenholme, Janet Z-K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Transitional Programs,Portfolios (Background Materials),College Seniors,Models,Competence,Skill Analysis,Job Skills,Cluster Grouping,Career Readiness,Program Descriptions,Foreign Countries

&quot;Transition from school to work&quot; courses are an excellent way to help fourth-year university students as they complete their studies and prepare for the world of work. In this paper we present &quot;The Bases of Competence&quot; (Evers, Rush, &amp; Berdrow, 1998), a model of the advanced skills used by university graduates in the workplace. The model consists of four groupings of skills (base competencies): Managing Self, Communicating, Managing People and Tasks, and Mobilizing Innovation and Change. Each base competency consists of four or five more specific advanced skills (e.g., Mobilizing Innovation and Change consists of ability to conceptualize, creativity, risk-taking, and visioning). The base competencies and the skills within each base serve as the core of the skills that make up the skills portfolios students complete in the transition courses conducted at the University of Guelph and the University of Guelph-Humber. Students reflect on and report behaviours related to each skill based on their education, life, and work experiences. The portfolio also includes a résumé, cover letter, and other elements related to career development and work search. The portfolio comprises fifty percent of the course; the remainder is taken up with a project and presentation.
The Course Challenge Procedure: A Fast but Not Furious Way to Update University Curriculums
Author: Fornssler, Cathie M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Curriculum,College Faculty,College Administration,State Legislation,Educational Legislation,Curriculum Development

Universities want to encourage faculty to keep curricula up-to-date and innovative, yet faculty dread the prospect of arguing about course and program changes with college and university curriculum committees--which are overworked and overwhelmed with detail. The Course Challenge Procedure (CCP) at the University of Saskatchewan is a collegial yet autonomous way for peer review and approval of new courses, and pre-requisite and program changes. It encourages more faculty members to be informed about curricular changes in other units, yet also allows for faster approval. The CCP can be implemented as a web-based, email, or paper distribution system, and used as the basis for integrated curriculum approval processes at the department, college, and university level.
Greening the 2008 STLHE Conference: Sustainability as a Teaching and Learning Challenge
Author: Prendi, Lindita
Date: 2009-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Energy Conservation,Conservation (Environment),Sustainability,Sanitation,Consciousness Raising,Recycling,Feedback (Response),Foreign Countries,Colleges,Campuses

Conferences are a great way to exchange ideas, communicate research findings, network, and more. However, as a teaching and learning community, we are becoming increasingly aware of the importance of environmental sustainability. The 2008 Society for Teaching and Learning in Higher Education conference organizers chose &quot;A World of Learning&quot; as its central theme, evoking the challenges and possibilities of internationalization and globalization in post-secondary settings and encouraging presenters to explore the impact of these trends in colleges and universities. As the conference program began to evolve, it became clear that the theme also represented an important opportunity to consider the ecological impact of this annual event. This paper examines the intent, outcomes, and implications of the initiative, illuminating the ways in which initiatives that, at first glance, appear logistical and material-based, are in fact better understood as changes in individual, community, departmental, and institutional values and practices. The potential of projects, such as this one, to function as cocurricular teaching and learning opportunities in promoting institutional change is also explored.
School Starters' Early Structure Sense
Author: Lüken, Miriam M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Competence,Low Achievement,High Achievement,Mathematical Aptitude,Mathematics Achievement,Cognitive Measurement,Cognitive Ability,Longitudinal Studies,Early Childhood Education,Standardized Tests,Interviews,Statistical Analysis,Pattern Recognition,Spatial Ability,Attention,Familiarity,Comparative Testing,Comparative Analysis,Early Experience,Foreign Countries

I analyse low and high achieving children's competences regarding pattern and structure at the beginning of formal schooling comparatively. The aim is to evaluate the range of school starters' early structure sense. The results suggest overall high pre-instructional competences which, however, differ strongly between the mathematical high and low achievers. I name cognitive milestones for the development of a sound early structure sense. [This document was originally published as Lüken, M. M. (2011). School starters' early structure sense. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, p. 153-160).]
Prospective Elementary School Teachers' Proportional Reasoning
Author: Valverde, Gabriela
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Thinking Skills,Performance Based Assessment,Multiplication,Problem Solving,Disproportionate Representation,Preservice Teachers,Preservice Teacher Education,Classification,Observation,Cognitive Style,Mathematical Aptitude,Mathematics Skills,Error Patterns,Mathematical Formulas,Foreign Countries

We present the findings of a study on prospective elementary teachers' proportional reasoning. After describing some of the teachers' performance in solving multiplicative structure problems that involve ratios and relations of direct proportionality between quantities, we were able to establish classifications of their answers according to various categories of proportional reasoning.
The Experience of Security in Mathematics
Author: Charalampous, Eleni
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Education,Professional Personnel,College Faculty,Learning Experience,Mathematics Anxiety,Fear,Safety,Semi Structured Interviews,Phenomenology,Educational Attitudes,Relevance (Education),Resistance to Change,Teacher Attitudes,Teacher Researchers,Foreign Countries,Emotional Experience

In this paper, we report some findings from an investigation of a topic related to affect and mathematics which is not well-represented in the literature. For some mathematicians, mathematics itself is a source of security in an uncertain world, and we investigated this feeling and experience in the case of 19 adult mathematicians working in universities and schools in Greece. The focus reported here is on ways that a relationship with mathematics offers a sense of permanence and stability on the one hand, and an assurance of novelty and progress on the other. [This document was originally published as Charalampous, E., &amp; Rowland, T. (2012). The experience of security in mathematics. In T.-Y. Tso (Ed.), &quot;Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education&quot; (Vol. 2, pp. 115-122). Taipei, Taiwan: PME.]
The Study of Number Sense and Teaching Practice
Author: Tsao, Yea-Ling
Date: 2011-07-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Practices,Investigations,Elementary School Teachers,Educational Strategies,Number Concepts,Number Systems,Numbers,Numeracy,Mathematics Instruction,Interviews,Teacher Surveys,Arithmetic,Qualitative Research,Knowledge Base for Teaching,Integrated Activities,Comparative Analysis,Foreign Countries,Observation

The goal of this study was to investigate understanding of inservice elementary school teachers in Taiwan about number sense, teaching strategies of number sense and the development of number sense of students; and the profile of integrating number sense into mathematical instruction , and teaching practice. Data was gathered through interviews of two elementary mathematics teachers regarding their understanding about number sense followed by observations of the teachers instructing in their mathematics classes. The data included the categorization and comparison of these teachers' understanding and teaching practices. The conclusions are as follows: The common point shared by two teachers was that in the teaching of four fundamental operations of fraction, they tended to ask the students to repeat and memorize the four fundamental operations of arithmetic or the arithmetic rules of addition, subtraction, multiplication and division of fraction. It was only the instruction valuing instrumental knowledge and could not develop the students' number sense.
Supporting Students with Learning Disabilities to Explore Linear Relationships Using Online Learning Objects
Author: Beatty, Ruth
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Electronic Learning,Mathematics Education,Algebra,Web Based Instruction,Mathematical Concepts,Thinking Skills,Mathematics Instruction,Pretests Posttests,Teaching Methods,Animation,Secondary School Mathematics,Middle School Students,Grade 7,Grade 8,Hypothesis Testing,Concept Formation,Rote Learning,Inclusion,Student Improvement,Self Esteem,Interviews,Focus Groups

The study of linear relationships is foundational for mathematics teaching and learning. However, students' abilities to connect different representations of linear relationships have proven to be challenging. In response, a computer-based instructional sequence was designed to support students' understanding of the connections among representations. In this paper we report on the affordances of this dynamic mode of representation specifically for students with learning disabilities. We outline four results identified by teachers as they implemented the online lessons. [This document was originally published as Beatty, R., &amp; Bruce, C. D. (2011). Supporting students with learning disabilities to explore linear relationships using online learning objects. In B. Ubuz (Ed.), &quot;Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education&quot; (Vol. 2, pp. 129-136). Ankara, Turkey: PME.]
School Accountability: Mathematics Teachers Struggling with Change
Author: Obara, Samuel
Date: 2011-07-00
Type: Journal Articles
Subjects: Accountability,Educational Legislation,Federal Legislation,Academic Achievement,Pretests Posttests,Qualitative Research,Case Studies,Middle School Teachers,Mathematics Teachers,Mathematics Instruction,Coaching (Performance),Teacher Attitudes,Academic Standards,Instructional Materials,Interviews,Observation,Program Implementation

In this period of accountability advocated by the No Child Left Behind Act of 2001, testing has been selected as a primary means of measuring the performance of schools. The State of Georgia is in the process of replacing its old curriculum--Georgia's Quality Core Curriculum (QCC) with a new curriculum--Georgia Performance Standards (GPS) to increase student achievement to meet NCLB initiatives. The accountability system which is part of the implementation of the GPS give student a pretest at the beginning of the nine weeks and posttest at the end of nine week to measure how much far they have grown. This article reports a qualitative case study of three teachers and their mathematics coach at a urban middle school in Georgia. The study investigated their views about the district accountability system during the first year of the implementation of the GPS by using standard-based curriculum materials. Data were gathered through interviews and observations. The analysis of data demonstrated that the three teachers and the mathematics coach were strongly opposed to the system because it did not consider a number of factors that affected student achievement. Nonetheless, the participants also identified advantages of the system. My analysis of the data also identified several areas of concern regarding the implementation of accountability systems.
The Relationship between Frustration Intolerance and Academic Achievement in College
Author: Wilde, Jerry
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Student Attitudes,Psychological Patterns,Emotional Response,Undergraduate Students,Grade Point Average,Statistical Significance,Self Efficacy,Delay of Gratification,Learner Engagement,Academic Persistence,Likert Scales,Self Esteem,Regression (Statistics),Statistical Analysis

Traditional measures of predicting academic achievement in college such as high school grades and standardized test scores account for approximately 25% of the difference between predicted and actual grade point average (GPA). Researchers have also examined the relationship between psychological factors and academic self-efficacy which may account for up to 14% of the variance in college students' GPA. The present study involving 105 undergraduate students was interested in the relationship between frustration intolerance and academic achievement. Subjects were given the Frustration Discomfort Scale (FDS) which consists of 28 items divided into four subscales: a) discomfort intolerance, b) entitlement, c) emotional intolerance, and d) achievement frustration. Results indicated that the FDS was statistically significant at the 0.000 level and accounted for 23% of the variance when predicting overall college GPA.
Teacher Knowledge and Classroom Practice: Examining the Connection
Author: Gilbert, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Educational Practices,Knowledge Base for Teaching,Classroom Observation Techniques,Teacher Effectiveness,Protocol Analysis,Comparative Analysis,Case Studies,Grade 7,Pretests Posttests,Teacher Competency Testing,Teaching Models,Teaching Methods

This paper extends existing research regarding content knowledge for teaching (CKT) and the role it plays in advancing student learning. Two teachers, with high and low measured CKT respectively, are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher's CKT and many US schools have begun including CKT measures in teacher hiring and retention decisions. Teaching observed for this study illustrates that content can be taught effectively by teachers across the spectrum of CKT levels, but observable and significant differences in teaching leads to important questions for in-service and pre-service teacher educators. [This document was originally published as Gilbert, M., &amp; Gilbert, B. (2011). Examining the connection between teacher content knowledge and classroom practice. In B. Ubuz (Ed.), &quot;Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education&quot; (Vol. 2, pp. 417-424). Ankara, Turkey: PME.]
An Analysis of Dyslexic Students at the Elementary Level
Author: Balido-Dean, Lesley-Anne
Date: 2011-07-00
Type: Journal Articles
Subjects: Dyslexia,Grade 3,Grade 4,Grade 5,Program Effectiveness,Language Skills,Elementary School Students,Educational Legislation,Federal Legislation,Reading Programs,Predictor Variables,Program Implementation

The study researches the success rate of dyslexic students at the third, fourth and fifth grade levels on the reading portion of the TAKS test in a school district in south central Texas. In 2007, a school district in south central Texas implemented a dyslexia program, Basic Language Skills, which utilizes all learning pathways in the brain (visual, auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning. The district studied implemented the new program because the program previously used was not yielding the results that the district was desiring. The dyslexic students were not progressing, as they should. This study examined the specific population of dyslexic students at the third, fourth, and fifth grade levels to determine their success rates based on the standardized testing. The focus of the study was to determine if the dyslexic students in the district in south central Texas were being best served with the Basic Language Skills program.
Anti-Semitism in First Year Composition
Author: Levy, Matthew
Date: 2011-07-00
Type: Journal Articles
Subjects: Freshman Composition,Control Groups,Social Bias,Classroom Techniques,Interpersonal Competence,Teaching Skills,Social Discrimination,Jews,Student Attitudes,Student Behavior,Assignments,Student Writing Models,Discussion (Teaching Technique),Questioning Techniques,Teaching Methods,Educational Practices,Case Method (Teaching Technique)

Robert Cohen, Assistant Professor English at Fairbanks University, has just completed a contentious meeting of his First Year Composition class, which had discussed a paper written by one of the students. Joe Anderson's paper contained statements that have been historically used as anti-Semitic slogans. Cohen attempted to avoid embarrassing Anderson in front of others but felt he must address the issue directly. Despite his efforts to avoid embarrassing Anderson, Cohen was not sure he had been successful. Instead of expressing remorse at his error or a desire to revise his paper to remove the potentially offensive content, Anderson seems more concerned that Cohen will punish him with a bad grade. What could Cohen have done differently to produce a better outcome? What should he do differently next time he teaches the course?
Reasoning by Contradiction in Dynamic Geometry
Author: Baccaglini-Frank, Anna
Date: 2013-00-00
Type: Journal Articles
Subjects: Geometry,Thinking Skills,Mathematical Logic,Mathematical Concepts,Problem Solving,Persuasive Discourse,Logical Thinking,Secondary School Students,Secondary School Science,Video Technology,Case Method (Teaching Technique),Educational Practices,Educational Strategies,Teaching Methods,Foreign Countries

This paper addresses contributions that dynamic geometry systems (DGSs) may give in reasoning by contradiction in geometry. We present analyses of three excerpts of students' work and use the notion of pseudo object, elaborated from previous research, to show some specificities of DGS in constructing proof by contradiction. In particular, we support the claim that a DGS can offer guidance in the solver's development of an indirect argument thanks to the potential it offers of both constructing certain properties robustly, and of helping the solver perceive pseudo objects. [This paper was originally published as Baccaglini-Frank, A., Antonini, S., Leung, A., &amp; Mariotti, M. A. (2011). Reasoning by contradiction in dynamic geometry. In B. Ubuz (Ed.), &quot;Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education&quot; (Vol. 2, pp. 81-88). Ankara, Turkey: PME.]
Exploring Young Students' Functional Thinking
Author: Warren, Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Generalization,Investigations,Interviews,Grade 1,Nonverbal Communication,Protocol Analysis,Elementary School Mathematics,Semiotics,Task Analysis,Mathematics Activities,Foreign Countries

The &quot;Early Years Generalizing Project&quot; (&quot;EYGP&quot;) involves Australian years 1 to 4 (age 5 to 9) students and investigates how they grasp and express generalizations. This paper focuses on data collected from 6 Year 1 students in an exploratory study within a clinical interview setting that required students to identify function rules. Preliminary findings suggest that the use of gestures (both by students and interviewers), self-talk (by students), and concrete acting out, assisted students to reach generalizations and to begin to express these generalities. It also appears that as students became aware of the structure, their use of gestures and self-talk tended to decrease. [This document was originally published as Warren, E., Miller, J., &amp; Cooper, T. J. (2012). Exploring young students' functional thinking. In B. Ubuz (Ed.), &quot;Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education&quot; (Vol. 4, p. 329-336). Ankara, Turkey: PME.]
Institutional Theory in College Restructuring: Myth or Reality?
Author: Bealing, William, Jr.
Date: 2011-07-00
Type: Journal Articles
Subjects: Professional Autonomy,Organizational Theories,Organizational Change,Teaching Conditions,Curriculum Development,Tenure,Faculty Promotion,Personnel Policy,Educational Practices,Educational Strategies,Educational Change,Institutional Characteristics,Activism,Teacher Behavior,Faculty Handbooks,College Faculty,College Programs,Business Administration Education,Change Strategies

In response to external pressure for change, the subject university engaged in major restructuring activities during the mid to late 1990's. As predicted by organizational theory, faculty reacted to the restructuring in order to define the conditions and methods of their work and to legitimate their professional autonomy. Although this university and college were successful in restructuring the organizational chart and the curriculum, the passage of time has established that the College of Business was not successful in revising its promotion and tenure process to reflect college-wide restructuring initiatives.
Designing Professional Learning Tasks for Mathematics Learning Trajectories
Author: Wilson, P. Holt
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Learning Processes,Faculty Development,Teacher Competencies,Instructional Design,Learning Activities,Cognitive Processes,Cognitive Development,Thinking Skills,Pedagogical Content Knowledge,Mathematics Instruction,Knowledge Level,Knowledge Base for Teaching

In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers' learning of mathematics learning trajectories. We outline our theoretical perspective on teacher knowledge of learning trajectories, review the literature concerning mathematics professional learning tasks, offer a set of initial conjectures about teacher learning of learning trajectories, and articulate a set of principles to guide the design of tasks. We conclude with an example of one learning trajectory professional learning task taken from our current research project. [This document was originally published as Wilson, P. H., Sztajn, P., &amp; Edgington, C. (2012). Designing professional learning tasks for mathematics learning trajectories. In T.-Y. Tso (Ed.), &quot;Proceedings of the 36th annual meeting of the International Group for the Psychology of Mathematics Education&quot; (Vol. 4, pp. 227-233). Taipei, Taiwan: PME.]