ethanporcaro/eric-fulltext-meta huggingface dataset:
Recreating Imagination and Self-Regulation as Means of Mathematical Thinking Development in Inclusive Education
Author: Sabirova, Elvira G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Imagination,Self Management,Inclusion,Creativity,Thinking Skills,Mathematics Skills,Elementary School Students,Students with Disabilities,Intellectual Disability,Young Children,Freehand Drawing,Foreign Countries

The relevance of this article is determined by the need to study new approaches to the organization of the study of mathematics in inclusive education, explore recreational imagination, as well as self-regulation for the development of the learners' ability to explain in detail their actions, find and correct mistakes on their own and thus develop their mathematical thinking. Today the needs of society to improve the quality of modern education along with the increasing volume of information that modern students must continuously process make the problem of developing mathematical thinking even more acute. The purpose of the study is to research the relationship between recreating imagination, mental self-regulation and mathematical thinking in students with mental retardation. Research methods included observation, psychological and pedagogical experiment, psychodiagnostic tests, and diagnostic tasks. Mathematical and statistical methods were also used (the Pearson correlation coefficient reflecting the degree of correlation between changes in two variables, where the changes in one of them correspond to the changes in the other), as well as interpretive methods. Research result: the article examines the relationship of mental self-regulation, recreating imagination and mathematical thinking in students with mental retardation and confirms the interrelationship of these processes using methods of mathematical statistics in psychology. It also discusses the complex of correctional and developmental exercises aimed at the development of recreating imagination and offers the means of developing mental self-regulation for the further development of the learners' mathematical abilities. The data obtained in this research can be used in social psychology, pedagogy, developmental psychology, inclusive education, as well as for further theoretical development of this area and find application in the broad practice of inclusive education together with an established and experienced system of tasks.
Planning for Differentiation: Understanding Maryland Teachers&apos; Desired and Actual Use of Differentiated Instruction
Author: Hersi, Afra Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Teacher Attitudes,Teaching Methods,Faculty Development,Student Centered Learning,Elementary Secondary Education,Constructivism (Learning)

This study examines Maryland teachers' views on their actual and desired use of differentiated instruction and the implications for professional development planning. Overall, the Maryland teachers who participated in this study desire to use various student-centered differentiated instructional strategies and currently employ some of these. However, our analysis of survey statements showed that the statements that had the greatest difference between Maryland teachers' desired and actual practices referred to practices associated with individualized planning, self-directed learning, and student autonomy. Teachers want to use these constructivist, student-centered approaches more consistently than they currently do. The findings from this study can inform short-term and long-term planning for professional development focusing on differentiated instruction. The gap between teachers' desired and actual use of differentiated instruction can provide a space for professional development planners and educational leaders to engage in individual or group professional inquiry.
Features of a Project-Case Technology in Teaching Students Further Mathematics
Author: Gorskaya, Tatiana Yu.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Mathematics,Engineering Education,Mathematics Instruction,Active Learning,Student Projects,Case Method (Teaching Technique),Architectural Education,College Students,Foreign Countries,Instructional Effectiveness

The relevance of the research is due to the fact that the study of further mathematics in an engineering university provides the level of general education and general cultural development of students, and educational background in special disciplines for the subsequent professional tasks solution. At the same time, there are significant difficulties in mastering the &quot;Further Mathematics&quot; course by students. In this regard, this work is aimed at solving the problem of improving the process of teaching further mathematics in an engineering university using a combination of project based learning and case study (project-case technology). It contributes to developing professional competencies of students of architectural and engineering specialties through the use of solving practice-oriented problems, which brings them closer to real future professional activities. The leading methods in the problem study were: entrance subject testing of the training level in mathematical; pedagogical observation during lessons where project based learning and case study were used; questionnaires upon completion of the &quot;Further Mathematics&quot; course, aimed at identifying both the level of mathematical maturity and the level of ability to conduct research activities necessary to solve non-standard professional tasks. Methods of mathematical statistics were used to process the experimental data. The main results of the study consist in highlighting the features of the combination of project based learning and case study when mastering the &quot;Further Mathematics&quot; course by students, future architect engineers. The significance of the obtained results lies in the fact that the proposed organization of the educational process can be implemented in various engineering specialties, considering a selection of specific professional case tasks.
Omani School Students&apos; Knowledge, Attitudes and Behaviors towards Date Palms: Investigating the Role of Gender and Geographical Regions
Author: Alaiwi, Khalsa
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Grade 10,Positive Attitudes,Student Behavior,Knowledge Level,Agricultural Occupations,Agricultural Education,Cultural Background,Family Environment,Geographic Regions,Place of Residence,Gender Differences,Correlation,Horticulture,Food,Foreign Countries

The date palm occupies a special place in the Arab cultural heritage in general, and the Omani heritage in particular. The development of the agricultural sector and date palms cultivation depend mainly on the human factor represented by the farmlands with scientific skills and knowledge. This study explores Omani school students' knowledge, attitudes, and behaviors towards date palms in light of two variables: gender and geographical area. The research follows a descriptive method, where a questionnaire consisting of 50 phrases about the date palms was distributed (25 knowledge, 15 attitudes, and 10 behaviors). The sample consisted of 894 students (447 males and 447 females) randomly selected from different schools in two geographically different governorates or regions (Muscat and Dakhiliya). The results showed a lack in students' knowledge of date palms, while they showed positive attitudes and behaviors. Knowledge about date palms among male and female students is the same, but attitudes and behaviors are more positive with male students than female students. In addition, students who live in Al-Dakhiliya (Interior) Governorate have more favorable attitudes and behaviors than those living in Muscat Governorate. The results also showed statistically significant differences at ([alpha] = 0.05) in the students' attitudes and behaviors on the date palms due to the existence of date palms in their homes or a family member working in the agricultural field. This study highlights the importance of developing a strategic plan to generate interest in date palms among school students across Oman.
The Opinions of Teachers on Crisis Management in Guidance Services
Author: Ozkayran, Secil Eda
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Crisis Management,Guidance Programs,Crisis Intervention,Foreign Countries,High School Teachers,Counseling Services,Program Evaluation

The definition of crisis is a sudden difficulty that occurs in a person's life or at an institution. Negative and spontaneous developments taking place at educational institutions can also be defined as a crisis. The quality of education is determined by the success or failure of crisis management. The basic tasks of guidance services are crisis management and pre-planning crisis intervention in educational settings. Therefore, taking measures against crises in schools and ensuring that they are sustainable is of the utmost importance. In order for this to become more effective, guidance services need to act as a whole; that is, with the school principal, teachers, parents, and also students. The main purpose of this study is to evaluate the attitudes and skills of guidance services, which play a key role in crisis management, according to teachers. The study group of the research consisted of 25 teachers working in high schools in Bartin city center, Turkey, during the 2018-2019 academic year. In determining the working group, the voluntary principle was taken into account. The phenomenology model, one of the qualitative research methods, was used as the basis of the study. As the data collection tool, an interview form was utilized. The data were collected face-to-face, with content analysis technique applied in analyzing the data. The participant teachers' opinions on the crisis management behaviors of guidance services offered within their institution were collected during interview. As a result of the opinions received, the importance and role of guidance services and guidance counselors in crisis management were evaluated.
Student Response System in Dental Students&apos; Education. Using a Student Response System and Peer Discussion to Raise the Awareness of the Importance of Good Professional Communication Skills in Practice Periods
Author: Krumsvik, Rune Johan
Date: 2020-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Dentistry,Graduate Students,Discussion (Teaching Technique),Consciousness Raising,Interprofessional Relationship,Communication Skills,Student Attitudes,Foreign Countries,Cooperative Learning

In large lectures in education of dentists there is often less dialogue and communication between students and the instructors, and several studies have found that traditional lecturing in such lectures is ineffective in promoting student learning. This Design Based Research (DBR) and case presentation focus on how the use of Student Response Technology (SRS) and feedback can improve communication in large lectures in dentist education. The case presentation is based on lecturer's experiences and student responses from ten annual large lectures from the period 2010-2019 in the course &quot;Practice Study&quot; (3 ECTS) at University of Bergen where dentist students and their supervisors were gathered for an annual one-day seminar. The case presentation shows the importance of recognizing the factors that affect dentist students' nervousness and tension for the practice periods and where the use of SRS seems to contribute to raise the awareness among supervisors and students about such issues. This, and a focus on good communications skills among dentist students and their supervisors seems to be crucial to focus on before their practice period in The Public Dental Health Care. There are also a number of limitations in this case presentation, which will be handled in the further development of this DBR-project.
A Theoretical Analysis of How Critical Literacy May Support the Progressive Goals of the Korean National Curriculum
Author: Pederson, Rod
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Literacy,Teaching Methods,National Curriculum,Microteaching,Second Language Learning,Second Language Instruction,English (Second Language),Educational Change,Social Justice,Personal Autonomy,Situated Learning,Student Centered Learning,Citizen Participation,Foreign Countries,Elementary Secondary Education

Many Korean scholars have praised progressive initiatives in the current Korean National Curriculum (KNC) and Korean National English Curriculum (KNEC), although they also state that the actual teaching practices have changed little. With each new iteration of the KNC it is apparent that the Korean Ministry of Education (MOE) is encouraging a pedagogical agenda that reflects the necessities of situated learning and 'student-centered' approaches to teaching and learning. The MOE's inclusion of 'micro-teaching' in tertiary teacher training program reviews also illustrates its increasingly active measures to affect educational change in Korea. Concomitant with the recent MOE initiatives, there has been a growing interest in practices of critical literacy/pedagogy in English education over the past 15 years in Korea. The purpose of critical literacy is to educate students to be knowledgeable, creative, and active participants in a democracy for the purposes of increasing social justice and agency. Thus, it becomes possible, and desirable, to undertake a theoretical analysis of the language and intent between the KNC/ KNEC and theories of critical literacy. This paper analyzes the language ant intent of the KNC and KNEC to determine the extent to which they reflect the theories and pedagogies of critical literacy. Results of this analysis indicate that that critical literacy supports the goals of the curricula and suggest that it should be included in tertiary teacher education programs.
Equal Opportunity in Education and Employment in Saudi Arabia: Heading in the Right Direction but Challenges Remain
Author: Barry, Abdourahmane
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Equal Opportunities (Jobs),Elementary Secondary Education,Postsecondary Education,Academic Achievement,Gender Differences,Gender Bias,Academic Persistence,Disadvantaged Youth,Employment Level,Wages,Enrollment,Ethnicity,Educational Attainment,Socioeconomic Influences

The aim of this study was to investigate the status of equal opportunity in education and employment in Saudi Arabia. Analyses of existing data show that the country has made a remarkable progress in educational enrollment at all levels (K-12 and higher education). However, challenges remain in terms of academic achievement for males, participation in the labor force and wage parity for females, and school access and retention for disadvantaged young people (ages 6-24 years old). To address these challenges and help achieve the sustainable development goals that the country envisioned in its &quot;Vision 2030&quot;, it is imperative that all people, regardless of gender or social, and economic status, be treated fairly and given an equal opportunity to learn, work, prosper, and contribute to the development of Saudi Arabia and beyond.
The ICNALE Spoken Dialogue: A New Dataset for the Study of Asian Learners&apos; Performance in L2 English Interviews
Author: Ishikawa, Shin'ichiro
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Native Speakers,Language Fluency,Interviews,Computational Linguistics,Video Technology,Asians,Dialogs (Language),Case Studies,Language Usage,Vocabulary,Interlanguage,Oral Language,Language Proficiency,Contrastive Linguistics,Language Tests,Graduate Students,Undergraduate Students,Foreign Countries

This paper first surveys three kinds of learner interview corpora (LINDSEI, NICT-JLE Corpus, and Trinity Lancaster Corpus), paying particular attention to their interview structures. Then, it explains the principles and features of the ICNALE Spoken Dialogue (ICNALE SD), which includes 425 videos and approximately 1.6-million-word transcripts of the L2 English interviews with 405 learners from ten regions in Asia and twenty native speakers. The ICNALE SD is one of the largest learner interview corpora and practically the sole dataset for the analysis of dialogue speeches by various Asian learners. As a case study based on the ICNALE SD, the author sought to find out how fluently learners in different regions speak in the interviews, which words they characteristically use, and which relationship is observed among them.
Stakeholders&apos; Perception of Political Influences on Quality Management of Secondary Education in Ethiopia
Author: Ambo, Aklilu Alemu
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Educational Administration,Foreign Countries,Educational Policy,Educational Practices,Secondary Education,Politics of Education,Case Studies,Specialists,Political Influences,Administrative Organization,Institutional Autonomy,Government School Relationship,Administrator Attitudes

Nowadays, the deterioration of education quality catches on global attention in both policy and practice. The main purpose of this study was to explore the influence of politics on quality management practices in the secondary education of the Southern Nations, Nationalities, and People's Region (SNNPR) of Ethiopia. This study utilized a multi-case study design with a purposive sampling technique to draw data from experts from the Ministry, regional education bureau, zonal education department, and woreda education offices. To that end, 18 experts were recruited to participate in interviews. The data gathered from interviewees were analyzed using NVivo 8 version combined with thematic data analysis procedures. The study revealed that the political practices of the country have been affecting the internal administration of the education system in three areas: by nominating educational managers at different levels, by forming One-to-Five Networks at different echelons, and by offering the mandates to avoid dropout and repetition. The study concluded that politics influenced the autonomy of educational institutions and their quality management practices in secondary education. Thus, the government should revisit its practices on education and allow educators manage their educational administration and organization business.
Does Retest Effect Impact Test Performance of Repeaters in Different Subgroups? Research Report. ETS RR-20-16
Author: Zhou, Jiawen
Date: 2020-12-00
Type: Journal Articles
Subjects: Testing,Test Items,Computer Assisted Testing,Licensing Examinations (Professions),Teacher Certification,Mathematics Teachers,Repetition,Performance Factors,Scores,Achievement Gains,Reaction Time,Intervals,Responses,Ethnicity,Racial Differences,Gender Differences

In this study, we explored retest effects on test scores and response time for repeaters, examinees who retake an examination. We looked at two groups of repeaters: those who took the same form twice and those who took different forms on their two attempts for a certification and licensure test. Scores improved over the two test attempts, and repeaters taking the same form twice tended to have larger score gains than those taking different forms. This trend was more salient for female examinees than male and for White and Hispanic/Latino examinees than examinees from other ethnicity groups. In addition, over a third of the examinee responses were incorrect on the same form for both attempts, indicating that the knowledge required for these items was not addressed after these repeaters failed their initial attempt to answer those items correctly. Factors that may be related to these findings are discussed.
Moderating Role of Well-Being on the Relation between Psychological Contract and Intention to Leave
Author: Kosker, Erkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Teacher Persistence,Intention,Faculty Mobility,Teacher Attitudes,Contracts,Job Satisfaction,Psychological Patterns

This study aims to determine the relationship between psychological contract, psychological well-being and the intention to leave. The sample of this study consists of 118 teachers in 10 schools that were selected randomly with clustered sampling methods from the schools in Osmaniye province in the 2015-2016 academic year. Data were analyzed using a hierarchical multiple linear regression method with SPSS 22; a modgraph was used to moderate tests. The results of the moderator tests showed that psychological well-being was a moderator of the relationship between the short-term relations component of the psychological contract and teachers' intention to leave levels. This study also indicated that transactional psychological contracts (short-term relations) had a negative effect on teachers' intention to leave levels, and psychological well-being had a positive effect on teachers' intention to leave levels. In the light of the findings, to create more positive educational environments, it would be beneficial for policy makers and top managers to take psychological constructs into consideration at all stages of management. However, future researchers should focus on the different dimensions of psychological contracts and psychological well-being that may also be related to the intention of teachers to leave.
Effect of Immediate Elaborated Feedback on Rater Accuracy. Research Report. ETS RR-20-09
Author: Attali, Yigal
Date: 2020-12-00
Type: Journal Articles
Subjects: Feedback (Response),Evaluators,Accuracy,Scores,Evaluation Methods,Expertise,Scoring

Principles of skill acquisition dictate that raters should be provided with frequent feedback about their ratings. However, in current operational practice, raters rarely receive immediate feedback about their scores owing to the prohibitive effort required to generate such feedback. An approach for generating and administering feedback responses to raters is proposed. It consists of automatically designating some responses as feedback responses, sourcing scores, and elaborations for these responses from a group of raters as part of regular scoring and, finally, administering the same responses to all other raters with immediate feedback based on a summary of the available scores and elaborations. This approach allows raters to receive frequent immediate feedback on a regular basis in a sustainable way. In two experimental studies, the effect of frequent immediate feedback (in approximately 25% of responses) on rating accuracy of newly trained raters was investigated. A control condition of no feedback was compared with two types of feedback with elaboration: text explanations of the correct score and a structured form identifying the strengths and weaknesses of the response. Results indicate that feedback had a beneficial effect on rater accuracy and that structured feedback was either equally beneficial to or more beneficial than text explanations.
Evaluations of Automated Scoring Systems in Practice. Research Report. ETS RR-20-10
Author: Rotou, Ourania
Date: 2020-12-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Scoring,Educational Assessment,Psychometrics,Test Construction,Scores,Evaluation Criteria,Data Collection,Natural Language Processing,Risk Assessment

This research report provides a description of the processes of evaluating the &quot;deployability&quot; of automated scoring (AS) systems from the perspective of large-scale educational assessments in operational settings. It discusses a comprehensive psychometric evaluation that entails analyses that take into consideration the specific purpose of AS, the test design, the quality of human scores, the data collection design needed to train and evaluate the AS model, and the application of statistics and evaluation criteria. Finally, it notes that an effective evaluation of an AS system requires professional judgment coupled with statistical and psychometric knowledge and understanding of the risk assessment and business metrics.