ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative &quot;Get It Quick and Get It Right&quot;
Author: Dunleavy, Teresa K.
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Algebra,Mathematics Skills,Mathematics Education,Student Attitudes,Grade 9,Mathematics Achievement,Problem Solving,Mastery Learning,Cooperative Learning,Accuracy,Expectation,Learning Processes,Urban Schools,African American Students,High Achievement

This article continues to challenge the robust myth that mathematical smartness is exemplified in individuals who consistently complete mathematics problems quickly and accurately. In so doing, I present a set of counterstories from three students in one ninth-grade Algebra 1 classroom. These students described transformative experiences in their perceptions of mathematical smartness. Analysis of interviews revealed four themes about their perceptions of mathematical smartness, including: (1) consistently and unapologetically affording time and space to value multiple solution strategies, (2) belief in mathematical justification and explanation as the goal for demonstrating mastery of mathematical content, (3) valuing mathematically valid ideas from all class members, and (4) valuing collaborative problem solving as a way to help group members, distribute mathematical knowledge and orient students toward learning with one another. I found that their interpretations of mathematical smartness are counter to the still-dominant myths around speed and accuracy. While the four themes that emerged have been previously studied in the frame of teacher practices, this research provides needed additional empirical evidence of students' voices describing what mathematical smartness can and should look like.
Opinion: Why EM? The Potential Benefits of Instilling an Entrepreneurial Mindset
Author: Bekki, Jennifer M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,World Views,Engineering Education,College Students,Undergraduate Study,Outcomes of Education,Industry,Community,Systems Approach,Change Strategies,Job Skills,Corporations

Entrepreneurship is always challenging the status quo; it's an engine of human progress. We view Entrepreneurial Mindset (EM) as a pathway to improve upon the status quo and improve individuals, organizations, and communities and promote health, education, and prosperity. In this brief paper, we lay out the case for why EM is beneficial for engineering students as individuals, their communities, their companies, and their nations. We also address the case for systemic change by embedding EM in the undergraduate engineering curriculum. This vision sets the stage for cultivation of the specific attributes developed in the subsequent &quot;What&quot; volume, enacted in the &quot;How&quot; volume of this same series.
Unpacking Why Engineering Faculty Members Believe Entrepreneurship Is Valuable for Engineering Education
Author: Hixson, Cory
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Engineering Education,Entrepreneurship,Teaching Methods,Skill Development,Teacher Attitudes,Employment Qualifications,Success,Student Interests

Despite an increase in entrepreneurial activity at many universities, faculty perspectives on entrepreneurship and entrepreneurial mindsets are limited. To address this gap, we conducted a qualitative study exploring eighteen engineering faculty members' experiences with entrepreneurship, including why entrepreneurship is valuable to engineering education practice. We used a systems framework, Activity Theory, to guide data collection and analysis in order to capture faculty perspectives in the context of the broader university system. Our analysis identified three reasons why faculty members believe entrepreneurial knowledge, skills, and attitudes add value to engineering education: 1) they support faculty members' goals (societal impact, resource attainment, and interest), 2) they support students' professional preparation, and 3) they contribute to student success and satisfy students' interest in entrepreneurship. We then discuss faculty members' need for entrepreneurial experience, an important consideration that is closely related to our findings.
Music Education for All: The &quot;raison d&apos;être&quot; of Music Schools
Author: De Alba, Baikune
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,Foreign Countries,Lifelong Learning,Social Environment,Educational Environment,Popular Culture,Public Schools,Private Schools,Institutional Characteristics,School Size,Geographic Location,Equipment,Teaching Methods,Teacher Qualifications,Music Teachers,Learning Activities

Music schools, centres of non-formal music education, bring music to people of all ages as they work to achieve their main objective of offering practical musical training, for both instruments and voice. Their activities are centred in the town or city in which they are located, and their impact extends beyond the educational sphere: music schools are also a social force whose activities stimulate the local cultural scene. This study explores the work carried out by these schools in the Basque Country (Spain), where they have been operating for over 20 years. The analysis focuses on the range of music education they offer, their ability to respond to different demands and needs and how they relate to their social and educational environment. Furthermore, the paper examines whether music schools see other potential areas for growth and development and explores the factors that could positively or negatively impact their ability to achieve their objectives. The study adopts a description-oriented empirical-analytical methodology and applies the SWOT system. A total of 67 schools were included in the study. The results reveal the relevance of this ever-evolving model of education and confirm music schools as a key force in both music education and the sociocultural sphere in this country.
Solving Power Balance Problems in Single-Traction Tractors Using PTractor Plus 1.1, a Possible Learning Aid for Students of Agricultural Engineering
Author: Gómez-Galán, Marta
Date: 2018-00-00
Type: Journal Articles
Subjects: Agricultural Engineering,Agricultural Education,Motor Vehicles,Computer Software,Computation,Agricultural Machinery,Engineering Education,Foreign Countries,College Students,College Instruction,Instructional Materials,Computer Uses in Education

Tractors are used to perform jobs that require different types of agricultural tools to be attached to their rear, to their front, or both. These tools may need to be dragged, towed, or suspended above ground, and sometimes require a power supply; this is usually obtained via a hydraulic system or from the tractor's power take-off system. When tractors have to work with such tools on different types of soils and on different slopes, the need arises to calculate the power the tractor engine will have to produce. In the classroom, this is normally calculated manually with the help of a calculator. This work, however, describes a computer program (written in Delphi and operating under Windows) that rapidly solves the most common types of power balance problems associated with single-traction tractors. The value of this software as a learning aid for students of agricultural engineering is discussed.
Leading the Academic Department: A Mother-Daughter Story
Author: Acker, Sandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership,Department Heads,Women Faculty,Women Administrators,College Faculty,Middle Management,Age Differences,Foreign Countries,Gender Issues,Adjunct Faculty

This article is based on conversations between a mother and daughter about academic leadership. Both authors served in different time periods and at different career points as heads of departments (&quot;chairs&quot;) in Canadian universities. A literature review suggested that women's academic leadership is a contested topic, especially in relation to organizational cultures and associated gendered expectations. New directions were identified, as scholars move towards comparative studies, poststructural theoretical approaches, analysis of neoliberal trends in universities, and awareness of variation among women. We noted that &quot;Canada&quot; was largely missing from most of the literature reviewed and that middle management had received less attention than senior roles. Our method was collaborative autoethnography, a means of sharing thoughts about one's experiences and analyzing them with regard to wider social issues. Quotations are taken from a taped discussion in early 2018 and are organized around similarities and differences in our narratives. The conclusion raises issues about the difficulties associated with performing this particular middle management role; questions around the consequences of chairing for women in different age groups; the implications of increasing reliance on contingent academic labour; apparent differences between the Canadian experience and what has happened elsewhere; and promising directions for future research.
The Role of Empathy in Entrepreneurship: A Core Competency of the Entrepreneurial Mindset
Author: Korte, Russell
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Empathy,Higher Education,Engineering Education,Competence,Job Skills,Interpersonal Relationship,World Views

Entrepreneurship education has become an important feature in many programs across higher education--especially in engineering education. A common goal of entrepreneurship education is developing an entrepreneurial mindset in students. Furthermore, a key competency of an entrepreneurial mindset is the ability to empathize with others. Empathy is a cognitive and affective process fostering the capability of understanding and appreciating the feelings, thoughts, and experiences of others. Since entrepreneurship is about introducing innovations into a community, having a keen understanding and appreciation of the needs and desires of community members is an important entrepreneurial skill. This article aims to provide a deeper and broader understanding of empathy and its role in entrepreneurship, along with a brief discussion of educational efforts designed to develop an enhanced sense of empathy in students.
The Myth That Only Brilliant People Are Good at Math and Its Implications for Diversity
Author: Chestnut, Eleanor K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Academic Ability,Academically Gifted,Misconceptions,Stereotypes,Gender Differences,Racial Differences,Achievement Gap,Mathematics Achievement,Ethnic Stereotypes,Sex Stereotypes,Mathematics Education,Intelligence,Teaching Methods,Relevance (Education),Role Models,Language Usage

A common misconception about math is that it requires raw intellectual talent or &quot;brilliance.&quot; Only students who possess this sort of brilliance are assumed to be capable of success in math-related subjects. This harmful myth has far-reaching consequences for the success of girls and children from ethnic-minority backgrounds in these subjects. Because women and minorities are stereotyped as lacking brilliance, the myth that success in math requires this trait is a barrier that students from these groups have to overcome. In the first part of this paper, we detail the pervasiveness of this myth and explore its relation to gender and race gaps in math and beyond. In the second part, we highlight some potential sources of this myth in children's everyday experiences and offer some strategies for debunking it.
The Impact of National Examinations on Geography Teachers&apos; Assessment Practices in the Netherlands
Author: Bijsterbosch, Erik
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,National Competency Tests,Geography Instruction,Test Items,Test Validity,Test Reliability,Summative Evaluation,High Stakes Tests,Recall (Psychology),Secondary School Teachers,Test Format,Comparative Testing

Geography teachers' school-based (internal) examinations in pre-vocational geography education in the Netherlands appear to be in line with the findings in the literature, namely that teachers' assessment practices tend to focus on the recall of knowledge. These practices are strongly influenced by national (external) examinations. This paper provides empirical evidence about the impact of the national examinations on internal assessment practices. An analysis of test items in national examinations from 2015, 2016 and 2017 shows that the majority of these items focus on remembering and are in a format that can be marked reliably. Teachers' tendency to copy these formats in their school-based assessment raises questions regarding validity. This paper explores these concerns and contributes to the discussion on effective assessment in secondary school contexts.
The Impact of Job Satisfaction on the Turnover Intent of Executive Level Central Office Administrators in Texas Public School Districts: A Quantitative Study of Work Related Constructs
Author: O'Connor, Johnny
Date: 2018-00-00
Type: Journal Articles
Subjects: Labor Turnover,Job Satisfaction,Intention,Public Schools,School Districts,Central Office Administrators,Correlation,Superintendents,Administrator Attitudes,Work Environment

The purpose of this study was to examine the relationship between job satisfaction and turnover intent of executive level central office administrators in Texas public school districts. For the intent of this study, executive level central office administrators were defined as staff members who serve in one of the following roles in a school district: assistant, associate, area, or deputy superintendent. The data were collected from a random sample of 234 participants in which survey instruments of job satisfaction and turnover intent were used. Each instrument was created on a five-point Likert scale. Based on the results of the study, it was concluded that a moderate inverse relationship exists between job satisfaction and turnover intent and job satisfaction explained 41.3% of an executive level central office administrator's intent for turnover. Research related to this employee group is lacking. Therefore, not much is known regarding how it relates to their attitude towards work-related factors. Learning more about job satisfaction and turnover intention of these individuals could have long term implications since it relates to mitigating the shortage of superintendent candidates available to fill the growing number of vacancies as well as recruitment, retention, and increased work productivity of these staff.
Geographical Education That Matters -- A Critical Discussion of Consequential Validity in Assessment of School Geography
Author: Chang, Chew Hung
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Student Evaluation,Skill Development,Test Validity,Core Curriculum,Cognitive Ability,Spatial Ability,Human Geography,Formative Evaluation,High School Students,Geographic Concepts,Tests,Foreign Countries

The word &quot;test&quot; comes to mind when a person, who is unacquainted with education discourses, reads about assessment issues. Beyond issues of reliability and validity in designing measurement constructs, assessment for school geography must result in better geographical learning. In other words, there must be &quot;consequential validity&quot; so that the way teachers collect information about students is aligned to the goals of improving learning. While geographical educators agree that finding out if someone has learnt what you intend for them to learn goes beyond performance in pen and paper examinations, school geography intends for children to learn beyond geographical knowledge. In fact, geographical educators are interested in evaluating if our students are better in developing skills that will help them be actively engaged and contributing citizens of the world that they are living in.
The StarT Project Competition from the Perspective of Mathematics and Academic Literacy
Author: Viro, Elina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Student Projects,Mathematics,Competition,Critical Thinking,Problem Solving,Cooperation,Communication (Thought Transfer),Self Management,Elementary School Students,Secondary School Students,Numeracy

This article concerns mathematical project work in the context of Finnish StarT project competition. The focus is on how well pupils achieve the learning objective of their project work: learning mathematics and practicing 21st century skills. Development of the learning objectives is considered from the viewpoint of Finnish national core curriculum and evaluated using the framework of academic literacy. The research material consists of teams' project reports, observation, and questionnaires. Project work in the StarT competition seems to develop the learning objectives of project-based learning: pupils practice 21st century skills while studying mathematical contents.
Critical Realist Approaches to Global Learning: A Focus on Education for Sustainability
Author: Khazem, Dima
Date: 2018-00-00
Type: Journal Articles
Subjects: Realism,Sustainability,Global Approach,Social Sciences,Climate,Ecology,World Problems,Citizenship Responsibility,Moral Values

Critical realism offers a useful epistemology and ontology for conceptualizing theoretical and methodological considerations in global learning and may help to bridge the quantitative/qualitative divide that plagues social science. This article elaborates critical realist principles, concepts and methodologies to explain how they can be employed within global learning, with examples from education for sustainability.
Inquiry-Based Learning and Its Possibilities for Primary Schools with Fewer Digital Resources--A Qualitative Study
Author: Heindl, Manuela
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Elementary School Students,Technology Uses in Education,Access to Computers,Educational Benefits,Foreign Countries,Experimental Groups,Control Groups,Disadvantaged Schools,Laptop Computers,Time Management,Program Implementation

Although there is evidence of an improvement in students' learning achievements in inquiry-based learning sessions compared to traditional lessons, the influence of technology and its possibilities for poorlyequipped schools, needs to be analysed. The research question was, 'Which effective practices emerge when students use digital, as opposed to analogue, technology in an inquiry-based learning setting?' To investigate this, a treatment group used digital technology and the control group used worksheets instead, to solve a scientific architectural problem in the creative subject 'arts and crafts.' Students were observed and teachers were interviewed. The study concludes that there is no disadvantage for primary school-aged children with access to few digital technologies. The same is true for rural and disadvantaged areas. The paper concludes, based on viewing these practices, that using digital technologies in inquiry-based learning can be beneficial for working independently, for being involved actively and for boosting a discussion when researching.
Contextualising the Influence of Socialization Agents in Shaping Primary School Pupils Behaviour in Thika Sub-County, Kenya
Author: Mwangi, Esther Wanjiru
Date: 2018-00-00
Type: Journal Articles
Subjects: Socialization,Student Behavior,Elementary School Students,Foreign Countries,Behavior Problems,Teacher Attitudes,Student Attitudes,Elementary School Teachers,Correlation,Behavior Standards,Social Behavior,Punishment,Discipline,Classroom Techniques,School Administration,Discipline Policy,Role

Socialization agents shape pupils' behaviour. Pupils' behaviour has deteriorated over time in primary schools in Kenya. The purpose of the study was to contextualise the influence of socialization agents in shaping primary school pupils in Thika Sub County. The objective of the study was to assess the role of school variables in shaping pupils' behaviour. Descriptive research design was applied with a target population comprising of 570 teachers, 3256 pupils and 69 head teachers. The sample size consisted of 57 teachers, 325 class seven pupils and 7 school heads. The research instruments used consisted of the teachers and pupils questionnaire and an interview guide for head teachers and sub county director of education. The research instruments were piloted and a correlation coefficient of &lt; 0.7 was acceptable. Data was analyzed using both descriptive and inferential statistics with the aid of the Scientific Package for Social Sciences (SPSS). The study established that the school rules played a key role in management of children's behaviour in school since they maintained socially acceptable norms within the school. However the school rules did not dictated the form of punishment for non-compliance. The school should carry out background checks on learners in order to establish behavioural issues that are likely to face from a particular set of learners. This would assist in discipline management in schools. The teachers should also consider prior behavioural and discipline issues in order to determine how to address the current pupils' indiscipline. The school administrators should ensure that the school rules specify the punishment for various issues of nonadherence to the rules. This would assist in having uniform forms of punishment and thus learners would understand the punishments and the role of punishment in shaping their behaviour.
The Impact of Co-Teaching on Pedagogical Approaches and Student Conceptual Understanding in a Graduate, Adolescent Literacy Course
Author: Eckardt, Patricia N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Teaching,Teaching Methods,Graduate Students,Literacy Education,College Faculty,Student Attitudes,Lesson Plans,Course Descriptions,Concept Formation,Teacher Education Programs,Learning Motivation

This hypothesis-generating research study sought to provide further insight into the impact of co-teaching experiences on pedagogical approaches and student conceptual understanding in a graduate, adolescent literacy course. Two professors and 21 students participated in this qualitative study. Collected over the course of a semester, data included student reflections, instructor field notes, and lesson plan rubrics. Four categories emerged from the data analysis: (a) reliability, (b) perspectives, (c) teacher support, and (d) pedagogy. Results indicate co-teaching, coupled with situated learning, solidified student conceptual understanding. It is evidenced that co-teaching is a powerful motivator for acquiring new knowledge when grounded in the theory of situated learning.