ethanporcaro/eric-fulltext-meta huggingface dataset:
Australian Primary Mathematics Teacher Preparation: On-Campus or Online? Who? Why? So What?
Author: Norton, Stephen
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Teachers,Preservice Teacher Education,Electronic Learning,Blended Learning,Delivery Systems,Pedagogical Content Knowledge,Preservice Teachers,Graduate Students,Student Satisfaction,Academic Achievement,Teacher Education Curriculum,Mathematics Curriculum,Student Motivation,Student Attitudes

Australian universities providing mathematics teacher preparation are increasingly offering their courses online or in limited face-to-face mixed mode delivery. There are limited empirical data on why pre-service teachers make delivery mode choices and how these impact on academic standards and student satisfaction ratings. This paper reports on what motivated pre-service teachers to choose either online or mixed mode delivery that includes a face-to-face component; whether at the end of two mathematics curriculum courses their mathematical content knowledge and mathematical pedagogical content knowledge differed according to delivery mode; and whether their satisfaction ratings differed. Masters of Primary Education pre-service teachers undertook two mathematics curriculum courses (n = 189 and n = 153) with roughly half of the students enrolling online in each curriculum course. The course delivery was informed by cognitive load and transactional distance theory and aimed to develop pre-service teachers' relevant mathematics content and pedagogical content knowledge. Pre-service teachers were surveyed at the commencement of their study to determine what motivated them to choose a delivery format and to document prior mathematics courses completed. Their academic results at the end of each course indicated that online pre-service teachers made greater academic gains. It is suggested that this could be attributed to the academic capital they brought to the courses. Both cohorts rated the support highly, suggesting their learning needs were being met. The findings have implications for the design of mathematics pre-service teaching courses online and in mixed mode.
Creating Coherence in Teacher Preparation: Examining Teacher Candidates&apos; Conceptualizations and Practices for Equity
Author: Sandoval, Carlos, Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Attitudes,Equal Education,Theory Practice Relationship,Mathematics Instruction,Teacher Education Programs,Program Design,Performance Based Assessment,Educational Practices

This study aims to examine coherence in a teacher preparation program relative to equity. Using performance assessments and artifacts from coursework, we explore how candidates define equity, what equitable practices they enact in their field placements, and whether a relationship exists between their conceptualizations and their practice. We found that candidates' conceptualizations of equity were characterized by five categories; however, their conceptualizations were varied and wide ranging. Findings also show that candidates emphasized attention to student thinking in their teaching, a practice often described in frameworks for ambitious mathematics teaching. Lastly, we found little evidence of consistency between candidates' conceptualizations and their instructional practices. The findings suggest a need to examine the coherence among various features of the teacher education program design and the experiences offered to candidates in these programs.
Do You Really Want to Do This? Teacher Candidate Perspectives on Imperfect Placements
Author: Olmstead, Kathleen
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teacher Attitudes,Preservice Teachers,Student Placement,Internship Programs,Undergraduate Students,Graduate Students,Elementary Secondary Education,Responsibility,Mentors,Teaching Styles,Negative Attitudes,Feedback (Response),Cooperating Teachers,Team Teaching

The clinical internship--also called student teaching--represents one of the most important experiences of teacher preparation programs nationwide yet remains not well understood. This article focuses on the experiences of teacher candidates who have struggled in their schools. Here we present data from a survey administered to 107 undergraduate and graduate teacher candidates (49 in elementary grades, 58 in secondary grades); we find that 7/107 (6.5%) respondents indicated imperfect placements. We then present data from semistructured follow-up interviews with those who struggled, using a constant comparative method for coding and analysis. Participants described five main categories of imperfection in clinical internship: &quot;overwhelming responsibility, a lack of support, negative mentors, overly controlled or constrained teaching contexts,&quot; and &quot;poor or negative feedback about teaching.&quot; We discuss what these findings might mean and suggest that inclusive coteaching models have the potential to ameliorate some imperfections, perhaps ultimately improving the work of the teachers our students become.
Learning Mathematics by Project Work in Secondary School
Author: Viro, Elina
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Active Learning,Student Projects,Secondary School Students,21st Century Skills,Foreign Countries,Mathematics Curriculum,Mathematics Achievement,Mathematics Skills

In project-based learning, pupils have two central learning objectives: to understand the content of the subject and to develop their twenty-first-century skills. This article concerns the use of project work in mathematics learning, considered here in the context of the Finnish national core curriculum, mathematical proficiency, and pupils' previous level of attainment. The research consisted of two case studies in which a coordinate system project and a statistics project were tested with secondary school pupils (N=59+58). The main findings show it is possible to study the mathematics of the curriculum and to develop all types of mathematical proficiency using project work. Additionally, the pupils' grades on the project work correlate positively with their overall grades in mathematics.
Promoting Learning with Understanding: Introducing Languaging Exercises in Calculus Course for Engineering Students at the University Level
Author: Alfaro, Helen
Date: 2020-00-00
Type: Journal Articles
Subjects: College Mathematics,Mathematics Instruction,Engineering Education,Calculus,College Freshmen,Learning Activities,Language,Symbolic Language,Visual Aids,Logical Thinking,Mathematics Skills,Misconceptions,Knowledge Level,Mathematical Concepts,Foreign Countries

The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students' mathematical thinking and misconceptions.
Examining the Change of Pre-Service Middle School Mathematics Teachers&apos; Questioning Approaches through Clinical Interviews
Author: Kabar, Makbule Gözde Didis
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Mathematics Teachers,Questioning Techniques,Teaching Methods,Middle School Students,Interviews,Foreign Countries,Preservice Teacher Education,Thinking Skills

Questioning is a core practice used comprehensively in many areas of teaching mathematics. It is an important part of the teacher's ability to establish a classroom atmosphere conducive to the development of mathematical thinking. The study aimed to investigate the types of questions used by pre-service middle school mathematics teachers (PSMTs) and the change of PSMTs' questioning approaches while conducting clinical interviews with students over the course of a semester. The study was implemented during an undergraduate course offered for PSMTs at a public university in Turkey in the spring semester of the 2017-2018 academic year. The participants consisted of 22 PSMTs who worked in nine groups of two to three. The PSMTs conducted interviews with middle school students from Grades 6, 7 or 8 three times over the length of the course. The data sources were the transcriptions of the audiotaped interviews conducted by PSMTs. The findings showed that the PSMTs used six different types of questions over three interviews ranging from yes-no questions to probing questions, but that four groups of PSMTs did not change their questioning approaches from the first interview to the third interview. Conducting clinical interviews around mathematical tasks may be a valuable activity for PSMTs in terms of practicing questioning and developing their questioning approaches towards probing student thinking. Therefore, this study has implications for mathematics teacher educators concerning use of this method in PSMTs' training for changing PSMTs' questioning approaches.
A Review of Challenges and Recommendations for Novice EFL Teachers in Turkey
Author: Akcor, Gizem
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Language Teachers,English (Second Language),Barriers,Educational Research,Classroom Techniques,Professional Development,Social Adjustment,Preservice Teacher Education,Inservice Teacher Education,Beginning Teacher Induction,Foreign Countries,Elementary Secondary Education

This qualitative systematic review synthesizes the challenges and recommendations for novice English as a foreign language (EFL) teachers in the Turkish context. To this end, this study reviewed the studies which investigated the challenges encountered by novice EFL teachers and the recommendations for dealing with these challenges. Empirical studies published between 2010 and 2020 and those that appeared in locally and internationally peer-reviewed indexed journals as well as theses and/or dissertations were searched thoroughly in the literature. Adhering to the steps of the systematic review process, nine studies which fit the predefined inclusion criteria were selected and meticulously examined. As a result of the analysis, the data were categorized under two main themes as challenges and recommendations. Specifically speaking, the analysis yielded two major themes related to common challenges novices face: professional and social adaptation challenges. Also, the overall analysis indicated recommendations in relation to pre-service teacher education and in-service teacher training. In the final section of the study, this review not only offers a discussion of challenges that novice EFL teachers experience but also provides future directions and implications for novice EFL teachers as well as all the stakeholders including mentors, teacher trainers, and school administrators.
Using Prompts to Empower Learners: Exploring Primary Students&apos; Attitudes towards Enabling Prompts When Learning Mathematics through Problem Solving
Author: Russo, James
Date: 2020-00-00
Type: Journal Articles
Subjects: Prompting,Cues,Student Empowerment,Student Attitudes,Elementary School Students,Mathematics Instruction,Instructional Effectiveness,Problem Solving,Help Seeking,Individualized Instruction,Foreign Countries

Teaching mathematics through problem solving is central to contemporary approaches to mathematics instruction, whilst augmenting problem-solving tasks through enabling and extending prompts ensures that a diverse community of learners are provided with opportunities to be optimally challenged, supporting an inclusive classroom environment. However, it has been frequently assumed that teachers should determine when a student should access an enabling prompt, perhaps in part due to concerns that students might be reluctant to seek prompts themselves because of social stigma associated with help seeking. In this paper, we argue that getting students to access prompts of their own volition should be central to teaching mathematics in this manner. One hundred and thirty-two Year 3-6 students completed a questionnaire disclosing their attitudes towards enabling prompts in classroom environments where they were expected to access prompts themselves. Most students consistently reported that enabling prompts empowered them as learners, allowing them to both take responsibility for, and have success with, their mathematics learning. In particular, students valued being able to access prompts when they were stuck on a task, felt that prompts had the power to increase their understanding, and to approach mathematical tasks with more confidence. Students generally did not associate accessing enabling prompts with being 'bad' at mathematics and acknowledged that even strong mathematicians might use a prompt sometimes. There was almost no evidence of any stigma or embarrassment associated with accessing enabling prompts. The implication is that classroom teachers can rapidly establish a culture where students access enabling prompts themselves to support learning mathematics through problem solving.
Evaluation of Students&apos; Mathematical Ability in Afghanistan&apos;s Schools Using Cognitive Diagnosis Models
Author: Wafa, Mohammad Nasim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Skills,Cognitive Ability,Gender Differences,Grade 8,Mathematics Achievement,Achievement Tests,Models,Cognitive Measurement

Cognitive diagnosis models (CDMs) are restricted latent class models that can be used to analyze response data from educational or psychological tests. The Deterministic Input Noisy Output &quot;AND&quot; gate (DINA) model and the Deterministic Input Noisy Output &quot;OR&quot; gate (DINO) model there are two popular cognitive diagnosis models (CDMs) for educational and evaluation assessment. They show different views on how cognitive skills are related and the likelihood of an item responding correctly. This study aims to comparison between these two models and comparison between girls and boys for cognitive diagnosis modeling. In addition, this research aims at determining the 8 th grade students' level of mathematics at the school level. Followed by the analysis of a set of data from Trends in International Mathematics and Science Study (TIMSS) 2011 mathematics assessment is used to examine the Mathematical abilities of students in Grade 8, which measures 13 attributes and includes 32 questions. A sample size of 274 includes 129 girls and 145 boys, and the students are selected based on the multistage cluster sampling method from Ghor province. Under the cognitive diagnosis assessment framework, the deterministic, inputs, noisy, &quot;and&quot; gate (DINA) model and the deterministic, inputs, noisy, &quot;or&quot; gate (DINO) model are used. The results demonstrated that the highest probability of mastery belonged to attribute 4 at (0.4836). However, the lowest probability belonged to attribute 24 and 32 which is (0.12).
ESL Teachers&apos; Strategies to Foster Higher-Order Thinking Skills to Teach Writing
Author: Singh, Charanjit Kaur Swaran
Date: 2020-07-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Teaching Methods,Thinking Skills,Skill Development,Writing Instruction,Secondary School Teachers,Foreign Countries,Problem Solving,Critical Thinking,Authentic Learning,Concept Mapping,Creative Thinking

Purpose: This study focuses on ESL teachers' strategies that foster higher-order thinking skills when teaching writing to weak ESL learners in two selected secondary schools in Malaysia. The ESL teachers' strategies that encourage higher-order thinking skills when teaching writing to weak ESL learners were recorded and examined to unsure that ESL learners are able to understand and master higher order thinking skills that can improve their writing. Methodology: Qualitative descriptive research methodology was employed in this study. The samples were collected through the snowball sampling technique, and 4 ESL teachers were selected from two different secondary schools in Malaysia. The main data collection method was classroom observation while thematic analysis was used for data analysis. Each teacher was observed twice. Classroom observation forms and video recordings were used as the main sources in data collection. Findings: The results show that the ESL teachers' selected strategies encourage higher-order thinking skills when teaching writing, particularly for strategies that include the general procedures in implementing higher-order thinking skills for teaching writing and the major considerations at each stage of its implementation. The ESL teachers were able to educate the students on the general concepts of higher-order thinking skills, which subsequently helped the students to connect the concepts for writing. These strategies were able to help students to infer through real-life situations, by using graphic organizers and problem-solving skills. Significance: These findings can be used to guide decisions on higher-order thinking skills training for ESL teachers, educators and curriculum developers on various thinking skills strategies that can be implemented when teaching writing.
Examining the Quality of English Test Items Using Psychometric and Linguistic Characteristics among Grade Six Pupils
Author: Shanmugam, S. Kanageswari Suppiah
Date: 2020-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Tests,Psychometrics,Grade 6,Student Characteristics,Student Attitudes,Test Items,Difficulty Level,Vocabulary,Thinking Skills,Test Theory,Foreign Countries,Language Teachers,Teacher Attitudes,Item Analysis

Purpose: This study examined the quality of English test items using psychometric and linguistic characteristics among Grade Six pupils. Method: Contrary to the conventional approach of relying only on statistics when investigating item quality, this study adopted a mixed-method approach by employing psychometric analysis and cognitive interviews. The former was conducted on 30 Grade Six pupils, with each item representing a different construct commonly found in English test papers. Qualitative input was obtained through cognitive interviews with five Grade Six pupils and expert judgements from three teachers. Findings: None of the items were found to be too easy or difficult, and all items had positive discrimination indices. The item on idioms was most ideal in terms of difficulty and discrimination. Difficult items were found to be vocabulary-based. Surprisingly, the higher-order-thinking subjective items proved to be excellent in difficulty, although improvements could be made on their ability to discriminate. The qualitative expert judgements agreed with the quantitative psychometric analysis. Certain results from the item analysis, however, contradicted past findings that items with the ideal item difficulty value between 0.4 and 0.6 would have equally ideal item discrimination index. Significance: The findings of the study can serve as a reminder on the significance of using Classical Test Theory, a non-complex psychometric approach in assisting classroom teacher practitioners during the meticulous process of test design and ensuring test item quality.
Using Innovative and Scientifically-Based Debate to Build e-Learning Community
Author: Chen, Cheng-Chia
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Debate,Computer Mediated Communication,Electronic Learning,Active Learning,Critical Thinking,Cooperative Learning,Online Courses,College Students,Health Education,Instructional Effectiveness,Asynchronous Communication,Interaction

The research described in this article explored the efficacy of a novel teaching strategy to recreate classroom debates online. Using a structured approach and collaborative group work, the researchers developed an approach that students found very useful in six different dimensions: enhancement of active learning, critical thinking, interaction and engagement among students and between the instructor and students, the usefulness of Google Docs for student collaboration, Google Docs usefulness to enhance learning, and willingness to use Google Docs for future collaborative projects. The total subjects (n = 52) consisted of two groups of undergraduate and graduate students from health-related online courses. The first group contained 25 students who were admitted to 100% online academic programs. The second group consisted of 27 students who were admitted to on-campus academic programs with limited on-line course taking experiences. The research also explored possible differences in perceptions stemming from students' familiarity with online learning by comparing the perceptions of students enrolled in only online classes with those of students enrolled in primarily on-ground classes. No significant differences in any of the variables were found, indicating the efficacy of the approach for all students.
Video-Based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations
Author: Ketchum, Cheri
Date: 2020-09-00
Type: Journal Articles
Subjects: Video Technology,Feedback (Response),Teaching Load,Teacher Attitudes,Student Evaluation of Teacher Performance,Time Management,Online Courses,College Faculty,College Students,Teacher Student Relationship,Grading,Part Time Faculty,Adjunct Faculty

This exploratory study uses qualitative and quantitative data to analyze instructor experiences in adding video feedback to written notes in online courses. This study asks if instructors will feel more &quot;connected&quot; in video feedback courses, report increased workloads, and see an improvement in their performance evaluations in video feedback courses. The results reveal video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The study concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.