ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Mathematics Teachers' Understanding of Quadrilaterals and the Internal Relationships between Quadrilaterals: The Case of Parallelograms
Author: Kozakli Ulger, Tugce
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Knowledge Level,Geometric Concepts,Definitions,Phenomenology,Secondary School Mathematics,Interviews,Questionnaires,Data Analysis,Freehand Drawing,Qualitative Research,Content Analysis

This study attempts to reveal pre-service teachers' conceptions, definitions, and understanding of quadrilaterals and their internal relationships in terms of personal and formal figural concepts via case of the parallelograms. To collect data, an open-ended question was addressed to 27 pre-service mathematics teachers, and clinical interviews were conducted with them. The factors influential on pre-service teachers' definitions of parallelograms and conceptions regarding internal relationships between quadrilaterals were analyzed. The strongest result involved definitions based on prototype figures and partially seeing internal relationships between quadrilaterals via these definitions. As a different result from what is reported in the literature, it was found that the fact that rectangle remains as a special case of parallelogram in pre-service teachers' figural concepts leads them not to adopt the hierarchical relationship. The findings suggested that learners were likely to recognize quadrilaterals by a special case of them and prototypical figures, even though they knew the formal definition in general. This led learners to have difficulty in understanding the inclusion relations of quadrilaterals.
SoTL in Verse
Author: Gilpin, Lorraine S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational History,Educational Change,Social Values,Moral Values,Inquiry,Praxis

This piece offers an overview of the Scholarship of Teaching and Learning (SoTL) in a nontraditional genre. It glances backward to the catalyst for the movement and traverses the context of SoTL today. Grounded in foundational literature of the field, it explores ideas about SoTL, including its purpose, nature, and characteristics. It underscores the importance of the symbiotic relationship between teaching and research and highlights improved student learning as the primary focus of SoTL inquiries. Embedded within the piece is the need for SoTL engagement to transform the educational landscape in morally and socially responsible ways. SoTL is laden with an ethic of reflexivity evidenced in actions that improve learning and the contexts in which teaching and learning occur for those in the core of the inquiry as well as others by extension.
Effects of Creative Drama Method on Students' Attitude towards Social Studies, Academic Achievement and Retention in Turkey
Author: Kaf, Ozlem
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Drama,Teaching Methods,Creativity,Student Attitudes,Social Studies,Academic Achievement,Academic Persistence,Experimental Groups,Control Groups,Comparative Analysis,Student Surveys,Attitude Measures,Elementary School Students,Quasiexperimental Design,Grade 4,Likert Scales,Pretests Posttests,Statistical Analysis

The purpose of this study was to investigate the effect of creative drama as a teaching method on academic achievement and retention in social studies, students' attitude towards social studies of 4th grade. The research is designed according to quasiexperimental model. The research was conducted with 4th year students in a public school in Adana in Turkey. There are 42 students in experimental group and 39 in control group. Creative drama activities were used to develop social studies achievement and attitude of students as a treatment for the experimental group. The treatment consisted of 15 hours, 40 minutes sessions that equal a class hour in school and 3 hours a week. Control groups had been taught by classroom teachers as the way they do traditionally. Data collection tools are &quot;Attitude Towards Social Studies Scale&quot; developed by Gencel &quot;Achievement Test&quot; developed by the researchers. Data were processed by using covariance analysis. Findings indicated that creative drama method has a significant effect on social studies achievement and students' attitude towards social studies but not a significant effect on retention of social studies knowledge.
The Validity of the Major Field Test in Psychology as a Programme Assessment Tool
Author: Gallagher, Shawn P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Exit Examinations,Field Tests,Standardized Tests,Multiple Choice Tests,Introductory Courses,Majors (Students),College Graduates,Program Evaluation,Test Validity,Correlation,Program Validation,Undergraduate Students,Regression (Statistics)

The Major Field Test in Psychology (MFT) is a standardised test designed to assess subject mastery at the conclusion of an undergraduate career. Eighty-one graduating majors completed the MFT and 56 of them also took a multiple-choice exam of questions drawn randomly from an introductory psychology test bank. Like the MFT, the constructed exam was divided into four subscales. A second sample of 29 novice majors also completed the MFT. For the advanced majors, total and subscale scores from the two tests were highly correlated (all p&lt;0.01). Advanced majors scored above national norms and were significantly better than the novices. However, few courses could be linked to performance in the associated MFT subscales but general academic indices like grade point average were highly predictive. The novice MFT scores were similar to the norms for advanced majors. We conclude that the MFT measures broad, basic understanding, not advanced mastery.
Pre-Service Science Teachers Views on STEM Materials and STEM Competition in Instructional Technologies and Material Development Course
Author: Cetin, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,STEM Education,Instructional Materials,Material Development,Competition,Educational Technology,Qualitative Research,Elementary School Science,Structured Interviews,Content Analysis,Gender Differences,Intention,Hands on Science

This qualitative study was designed to introduce STEM (Science, Technology, Engineering, Mathematics) activities to preservice science teachers and identify their views about STEM materials. In this context, a competition was organized with 42 preservice science teachers (13 male- 29 female) who took Instructional Technologies and Material Development course in Elementary Science Education Department in Siirt University. The competition consisted of 5 categories: balloon powered car, mousetrap car, water rocket, spaghetti bridge 1 (durability) and spaghetti bridge 2 (visuality). Structured interview form developed by researchers was used as data collection instrument. The results were analyzed with the conventional content analysis. Results indicated that participants (especially females) are more willing to use STEM materials in their future teaching life. Participants mostly believe that STEM materials facilitate learning, enhance retention and increase self-confidence. However, there are also pre-service science teachers who believe that preparation of STEM materials is difficult, takes too much time and not appropriate to students' levels.
Introducing Patchwork Assessment to a Social Psychology Module: The Utility of Feedback
Author: Wesson, Caroline J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Psychology,Learning Modules,Feedback (Response),Formative Evaluation,Program Implementation,Alternative Assessment,Evaluation Methods,Educational Strategies,Student Attitudes,College Programs,Educational Change,Educational Practices,Foreign Countries,Undergraduate Students

Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work prior to summative submission. Written in the style of patchwork text, an overview of the process of implementing this form of assessment is presented, focusing on the formative feedback process. Patches 1 to 4 outline the background to the patchwork text assessment approach and its implementation on a social psychology module. The process of feedback is evaluated in patch 5 by examining the effect of feedback on students' grades and by giving consideration to student views of the feedback process. The implementation of this assessment strategy, including the successes and challenges faced as a result of the feedback process, are then reflected upon. Students viewed staff feedback but not peer feedback positively, while staff found the process labour intensive and beneficial to some students only. It is concluded that patchwork text assessment is not suited to modules with a small staff to student ratio.
Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children
Author: Okyay, Ozlem
Date: 2017-00-00
Type: Journal Articles
Subjects: Story Reading,Expressive Language,Vocabulary Development,Control Groups,Pretests Posttests,Experimental Groups,Receptive Language,Interviews,Teacher Attitudes,Comparative Analysis,Turkish,Foreign Countries,Video Technology,Scores,Nursery Schools,Preschool Children,Elementary School Students,Observation,Qualitative Research,Statistical Analysis,Language Tests,Teaching Methods,Instructional Effectiveness

This study aims to review the impact of the interactive story reading method on 48-72 month children's vocabulary based on receptive and expressive language. The study group is 52 children in the 48-72 months age group at the nurseries of primary schools at Ankara province. The research employed a combined pattern analyzing both quantitative and qualitative data. The data were collected via &quot;General Information Form&quot; ,&quot;Expressive and Receptive Language Test in Turkish (TIFALDI)&quot; developed under the leadership of Gul Guven and Berument The &quot;Teacher Observation Form&quot;, the &quot;Teacher Interview Form&quot; and the &quot;Family Interview Form&quot;. In conclusion of the study, a significant difference in favor of the experiment group in the posttest was observed with respect to average posttest scores of experiment and control groups, following the implementation of the Interactive Story Reading Program. The comparison of the follow-up test and pretest score averages revealed a significantly high value in favor of the total for the follow-up test for the children in the experiment group. The agreement among the forms filled out by two observers with reference to the results of the observation and video analysis regarding the implementation of the &quot;Interactive Story Reading Method&quot; by the teachers, was assessed to be good/very good agreement. In the light of these results it can be said that the interactive story reading method have a fundamental impact on receptive and expressive vocabulary knowledge of 48-72 months old children.
Students' Engagement with Learning Technologies
Author: Larkin, Derek
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Undergraduate Students,Interviews,Student Attitudes,Preservice Teachers,Video Technology,Foreign Countries,Cross Cultural Studies,Student Journals,Online Courses,Psychology,Cultural Differences,Qualitative Research

This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or whether they are simply passive consumers of some technology, and unenthusiastic innovators in others. Participants in the UK (N = 6, Mean Age 20.66, undergraduate psychology students) provided their responses to a short series of face-to-face interviews using open-ended questions designed to elicit a critical exploration of their learning experience with particular emphasis on learning technologies. Participants in the US (N = 26, Mean Age = 22.38, pre-service teachers) responded to a series of short open-ended questions submitted online using asynchronous video journals uploaded to a private classroom space on YouTube. We found that young people are generally unenthusiastic users of learning technologies, which has significant implications for the educational sector in the UK and the US, as many of our participants are pre-service teachers. At a time when great emphasis is being placed on increasing student access to technologies in the classroom to enrich the learning experience, and to offer greater opportunity for understanding and discovery of information, trainee educators seem reluctant to engage with many types of educational technologies.
An Overview of School Dropout in Central America: Unresolved Issues and New Challenges for Education Progress
Author: Adelman, Melissa A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dropouts,Dropout Rate,Potential Dropouts,Dropout Research,Parent Surveys,Comparative Education,Poverty,Rural Areas,Indigenous Populations,Correlation,Dropout Prevention,Educational Policy,Access to Education,Elementary Secondary Education,Educational Quality,Attendance Patterns,Educational Attainment

School dropout is a growing concern in Central America, and in Latin America as a whole, because of its consequences for economic productivity, the inclusiveness of growth, social cohesion, and increasing youth risks. This paper utilizes more than two decades of household survey data to construct a systematic overview of school dropout at the primary and secondary levels in Central America, focusing on recent trends in dropout patterns and their underlying causes. Within each country, poverty, rurality, and indigenous group membership are the strongest correlates of dropout, reflecting several underlying factors that affect the marginal benefits and costs of staying in school. Global and regional evidence increasingly points to common policy priorities for reducing dropout across Central America, including addressing remaining gaps in access at the pre-primary and secondary levels, improving the quality of education at all levels, and strengthening the coverage, targeting, and coherence of existing programs aimed at improving education outcomes. However, additional rigorous evaluations, including cost data, are needed to identify the most effective specific approaches in each country.
The Transformative Potential of the Scholarship of Teaching
Author: Kreber, Carolin
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Transformative Learning,Educational Methods,Student Needs,Social Justice,Higher Education,Motivation,Educational Theories,Accuracy

In discussing personal stances professionals might take towards their practice, Hoyle contrasts two orientations that can be placed at the ends of a continuum. The first pole, the so-called &quot;restricted&quot; stance, is characterised by teachers relying principally on experience and intuition, and focusing on daily classroom practicalities. The second pole, the so-called &quot;extended&quot; stance, is characterised by teachers valuing the theory underpinning practice, taking a more intellectual and rationally-based approach and holding a broader vision of education. I argue in this article that the scholarship of teaching and learning, when enacted in its &quot;extended&quot; form, would be distinguished by two important features: a wider sense of what counts as relevant theory and a broader vision of what university teaching, and the education it is there to support, is &quot;for&quot;. The argument is built around three additional claims: (1) engaging in the scholarship of teaching and learning authentically means to be motivated by a commitment to serve the important interests of students; (2) what is in the important interests of students is their own development towards greater authenticity; (3) promoting students' authenticity has implications not just for students' academic learning and personal flourishing but also for creating greater social justice in the world. These claims are substantiated by reference to theories of &quot;authenticity&quot; and learning as well as the capabilities approach to human development.
Using Problem-Based Learning for the Acquisition of Psychological Knowledge and Understanding
Author: Jones, Steve
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Psychology,College Seniors,Academic Achievement,Units of Study,Instructional Effectiveness,Knowledge Level,Skill Development,Teamwork,Attitude Change,Student Evaluation,Formative Evaluation,Tutors,Feedback (Response),Foreign Countries

This paper describes the introduction of Problem-Based Learning (PBL) into a final-year option module in psychology. The background and rationale for the changes introduced are discussed and the experience of PBL is considered from the point of view of tutor and students. The introduction of PBL considerably increased student attainment in the module and enhanced the module experience for students and for the tutor. It is suggested that PBL can be an effective vehicle for enabling students to acquire knowledge and critical understanding of psychology and that this can be assessed effectively using traditional methods that focus on outcomes rather than processes.
Views of Mathematics Teacher Candidates about the Technological Tools That Can Be Used in Mathematics Lessons
Author: Kutluca, Tamer
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Foreign Countries,Semi Structured Interviews,Computer Software,Computers,Access to Computers,Teaching Methods,Qualitative Research

In this research, it was aimed to determine the views of mathematics teacher candidates about the technological tools that can be used in mathematics lessons. The research was conducted through qualitative research methodology. 120 teacher candidates who were educated in the mathematics teacher education program in Dicle University Ziya Gokalp Education Faculty took part to the research. The data of the study were collected through semi-structured interviews. The data collection tool used in the study is an interview form developed by the researcher, and it consists of open-ended questions. In the analysis of the data, descriptive analyses were used. As a result of the data analysis obtained from the research, it was determined that teacher candidates responded as &quot;computer/computer software&quot; at most for the questions about what technological tools could be used in mathematics lessons, what technological tools they would use when they were teachers, and which technological tools would be beneficial. In addition, teacher candidates stated that there were computers at most as technological tools in their faculties and the technological tools in their faculties were mostly used for visualization/concretization the subject.
Evaluation of Malaysian English Language Teaching Textbooks
Author: Mukundan, Jayakaran
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Textbook Evaluation,English (Second Language),Check Lists,Instructional Material Evaluation,Textbook Content,Textbook Standards,Relevance (Education),Elementary Secondary Education

Research in materials evaluation has been an important focus in ELT since the 1980s. The objective of the present study is to evaluate the general attributes of the textbooks and to evaluate the learning-teaching content. In this study, 944 male and female English teachers (Year 1 to Year 6 &amp; Form 1 to Form 5) evaluated the English books using a valid and reliable checklist. In terms of general attributes and learning-teaching content of the textbooks, the results showed that Year 1 to Year 6 teachers reported that the current textbooks are &quot;highly useful&quot; to the students, whereas Form 1 to Form 5 teachers contended that the school books are only 'moderately useful'. The findings of this study can be useful for curricula designers and Ministry of Education as a reference for improving or modifying the textbooks.
The Value of Peer Feedback Opportunities for Students in Writing Intensive Classes
Author: Kennette, Lynne N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Writing Instruction,Research Papers (Students),Writing Assignments,Comparative Analysis,Writing Evaluation,Grades (Scholastic),Writing Skills,Writing Improvement,Undergraduate Students,Psychology,Statistical Analysis

The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to performance on a previous semester's written assignment, where the instructor provided feedback rather than peers. No statistical differences were found in the grades of the two sets of assignments, suggesting that feedback from trained peers could be as valuable as instructor feedback. Students were pleased with the peer feedback process as it not only gave them a chance to demonstrate competency in their newly acquired writing skills, but also provided an opportunity to receive insightful feedback from their peers.
The Relationship between Knowledge Management and Organizational Learning with the Effectiveness of Ordinary and Smart Secondary School Principals
Author: Khammar, Zahra
Date: 2013-07-00
Type: Journal Articles
Subjects: Knowledge Management,Principals,Administrator Effectiveness,Workplace Learning,Questionnaires,Secondary School Teachers,Correlation,Gender Differences,Models,Foreign Countries,Statistical Analysis

This study aimed to investigate the relationship between knowledge management and organizational learning with the effectiveness of ordinary and smart high school principals in Zahedan Pre-province. The statistical community of this research is 1350 male and female teachers teaching in ordinary and smart students of high schools in that 300 ones were selected by stratified random sampling based on Morgan Table and the rate of the principals' knowledge management was measured using Phong's Modified Questionnaire (2009). Neefe's Modified Questionnaire is also used for organizational learning and the effectiveness of principals has been measured using Pokharel's Revised Questionnaire (2005). The reliability coefficients of the questionnaires were achieved 0.92 in knowledge management, 0.93 in organizational learning and 0.88 in its effectiveness using Cronbach's alpha. In addition, their validity was confirmed by the instructors. The obtained data were analyzed using statistical indicators such as mean, Pearson correlation coefficient, independent t-test as well as regression in SPSS software and the final model was confirmed using structural equations in LISREL software. The results obtained in this study showed that there is a significant relationship between knowledge management and organizational learning in ordinary and smart schools. In other words, organizational learning increases by the increase of knowledge management in that this increase in smart schools is more that of ordinary ones. The general relationship between knowledge management and organizational learning with the effectiveness of ordinary and smart schools principals was approved. The outcomes obtained regarding gender variable indicate a higher average of male principals in comparison to female principals.