51,564 results on '"*JUNIOR high schools"'
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2. Career Exploration, Level 1. Career-Centered Curriculum for Vocational Complexes in Mississippi.
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Mississippi State Dept. of Education, Jackson. Div. of Vocational and Technical Education. and Jones County School District, Laurel, MS.
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Spanning grades 7 and 8, the level 1 document focuses on the broad exploration of careers and introduces the student to the world of work through simulated laboratory and real life experiences. Career clusters are reviewed, encouraging exploration of self in relation to academic and vocational education. Students are rotated through six six-week units of instruction: (1) introduction to career exploration; (2) industrial and related occupations; (3) public service occupations; (4) diversified occupations; (5) production, distribution, and management occupations; and (6) evaluation and planning. Instructional objectives for each unit are written in behavioral terms; learning experiences and resources are directly related to objectives. Evaluations are based on expected outcomes stated in the objectives and criteria for evaluating objectives are clearly stated. Attached to each unit are related occupational clusters and a detailed resource guide. A 90-page appendix provides: sample forms, pretests and posttests for each unit, transparency masters, supplementary classroom materials, questionnaires, and other teaching aids. The final 122-page section consists of four home economics learning packages in the areas of dietetics, sewing, baby-sitting, and nursing care. (MW)
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- 2024
3. IEA Six-Subject Survey Instruments: Student Questionnaires.
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
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In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are two student questionnaires for populations I, II, IV surveying general information; and two attitude and descriptive scales for populations I, II, IV surveying what students think about themselves and the schools they attend. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)
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- 2024
4. IEA Six-Subject Survey Instruments: Civic Education Student Questionnaires.
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
- Abstract
In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are an affective questionnaire, a background questionnaire, and a questionnaire designed to determine the students' conception of how society works for students of Civics at populations I, II, IV. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)
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- 2024
5. IEA Six-Subject Survey Instruments: Reading Comprehension Tests.
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
- Abstract
In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are six tests measuring Reading Comprehension (populations I, II, IV); and one test measuring reading speed (populations I, II). Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. Some answer keys and statistical data can be found in ED 084 503. (RC)
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- 2024
6. Resource Unit for Levels Seven and Eight Using the Occupational Clusters in Career Orientation. Lincoln County Exemplary Program in Vocational Education.
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Lincoln County Schools, Hamlin, WV. and Holstein, Herbert B.
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The occupational resource unit, one of a series encompassing grade levels 1-10, was prepared by the Lincoln County (West Virginia) Exemplary Project staff to provide career exploration learning activities for the seventh and eighth grades. The career orientation materials are designed to give students a broad knowledge of the characteristics and functions, as well as the duties and rewards, of specific occupations within a broad spectrum of occupational families and to assist the student in understanding himself. The guide contains a synopsis of the entire unit, general objectives, behavioral objectives, teaching strategies, evaluation techniques, guidelines for correlating subject matter, and suggestions for field trips. Instructional materials include an occupational questionnaire, personality profile, and an outline of interview techniques. An extended resource bibliography stresses interpersonal competence and occupational information. Organized around a random selection of occupations within 15 occupational clusters, student involvement and participation is encouraged through suggestions for the use of simulated work experiences. Occupations within each cluster are categorized according to the following levels: professional, semiprofessional and managerial, technical and skilled, semiskilled, and unskilled. (MW)
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- 2024
7. Careers in Construction, Building Maintenance and Allied Occupations. Junior High School. Course Outline.
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Dade County Public Schools, Miami, FL. Office of Vocational and Adult Education.
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The guide was prepared to assist student emploration in the fields of construction and building maintenance and as preparation for further specialized training. The course was prepared for quinmester use and includes a series of manipulative job assignments within a laboratory equipped to simulate the actual job atmosphere found in the construction and building maintenance industries. The table of contents provides a suggested hourly breakdown for the orientation unit and the introductory units for carpentry, plumbing maintenance, electrical maintenance, the trowel trades, painting and decorating, and occupational safety. Instructional materials such as handouts, building plans and diagrams, pre- and post-testing materials, resource lists, and bibliographies are provided for some of the units. (LJ)
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- 2024
8. Vodcast Embedded with Physics Education Technology Simulation in Learning Projectile Motion
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Reina Karen M. Celestino-Salcedo, Jr. Sotero O. Malayao, Monera A. Salic-Hairulla, Ellen J. Castro, and Ivy Claire V. Mordeno
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The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.
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- 2024
9. Learning Mathematics Outcomes Using Android for Blind Students Based on Newman's Theory
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Rina Agustina, Nurul Farida, and Muhammad Irfan
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Blind students exclusively use braille materials for teaching math. Teaching tools that assist blind students' motor and hearing nerves are essential for learning. This study was to describe learning mathematics outcomes for blind students after using teaching material for Android devices based on Newman's theory. This research was a case study of blind students. Blind junior high school students from special schools for visual impairment-- extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta-- contributed to the study's subjects. The study employed questionnaires and test questions as research instruments for both teachers and students. The results of this study demonstrate that learning mathematics outcame blind students' after using teaching material with Android apps based on Newman's theory, specifically: i) reading errors: students can understand the information in the questions; ii) comprehension errors: students do not write down things that are known and asked; and iii) transformation errors: students write down the mathematical model (formula) used; iv) skill errors: students can do calculations correctly; and v) coding errors: students do not write conclusions. The average score of the blind students' results using braille was higher than that of the Android application.
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- 2024
10. Effect of the Inquiry-Based Nature of Science Argumentation Instructional Model in Scientific Literacy Skills
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Diah Puji Lestari, Paidi Paidi, and Suwarjo Suwarjo
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The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills.
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- 2024
11. Analysis of Teacher Organization Commitment in Tangerang Regency Public Junior High School
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Syafa'at Ariful Huda, Jaenudin Jaenudin, and Herinto Sidik Iriansyah
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This study analyzes the influence of locus of control and supervision channeled to an organization as a whole on organizational commitment and examines and describes the influence of locus of control and supervision on organizational commitment. The instrument uses questionnaires. The sample is determined by proportional stratified random sampling. From 268 teacher samples from 33 public junior high schools in Tangerang Regency, data analysis used structural equation modeling (SEM). The findings show that locus of control and supervision significantly affect organizational commitment, and locus of control significantly affects supervision. These findings prove that the locus of control and supervision of teachers can act as indicators of organizational commitment. The practical implication of this research is to provide knowledge and information for teachers and school management to increase organizational commitment by applying the concepts of locus of control and teacher supervision.
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- 2024
12. Designing Mathematics Problem-Solving Assessment with GeoGebra Classroom: Proving the Instrument Validity
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Abdul Haris Rosyidi, Yurizka Melia Sari, Dini Kinati Fardah, and Masriyah Masriyah
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Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.
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- 2024
13. Enhancing Mathematical Reasoning: Role of the Search, Solve, Create, and Share Learning
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Fredi Ganda Putra, Antomi Saregar, Rahma Diani, Misbah Misbah, Santi Widyawati, and Khoirunnisa Imama
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The capacity for mathematical reasoning, pivotal in grasping core math concepts, directly shapes a student's success in their mathematical studies. This study aimed to detail and analyzed how the search, solve, create, and share (SSCS) instructional framework impacts mathematical reasoning skills within the context of linear equations. We adopted a quasi-experimental research approach using a non-matching control group design. To gather data on mathematical reasoning proficiency, a validated and reliable essay-type test was employed. Data collection on mathematical reasoning abilities used an essay test instrument that has been valid and is reliable. This research involved 102 eighth grade students whereby they were selected by using a purposive sampling. To measure and describe the effect size, we utilized a specific method, yielding a result of 0.97. The t-test was employed to assess the influence of the SSCS learning model, and the significance value obtained was less than 0.05. The effect size, as determined, stands at 0.97, suggesting a substantial impact. The t-test results underscore a significant relationship between the SSCS learning model and the enhancement of mathematical reasoning abilities. This research delineates a framework for employing the SSCS model to enhance students' mathematical reasoning capabilities. It is evident that such reasoning abilities play a pivotal.
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- 2024
14. Building a Project-Based Multicultural Curriculum to Create a Community Culture Quilt
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Kelly Anne Lynd
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This project-based thesis aimed to facilitate the creation of a collaborative culture quilt that celebrates the diverse cultural backgrounds, heritage, and traditions of students and teachers. The curriculum focused on various artists from different cultures, expanding students' understanding of art and culture both inside and outside the classroom. Students were also introduced to quilting and embroidery, a new and exciting art form for many of them. By exploring their cultural backgrounds, students could develop their artistic identity, enhance their self-confidence, and better understand themselves. This case study took place at Orchard Valley and Chestnut Ridge middle schools, involving seventh and eighth-grade students who worked together to create the culture quilt. Each student was responsible for creating a unique square that showcased a portrait of someone in their family or an aspect of their culture that held significance to them. To prepare for this project, students were encouraged to research their family's coat of arms using House of Names.com and explore cultural recipe books. The students enthusiastically brought in family recipes from their culture or heritage, which were integrated into the thesis and pedagogical choices. In the classroom, students had the freedom to make choices and learn various embroidery and sewing techniques to create their original square. Before starting the art portion of the project, students interviewed an important person to them at home to initiate their research into their family background. This research process helped students develop their artistic identity and increase their self-confidence as they progressed through different stages of the classroom framework. Ultimately, the culture quilt fostered a sense of community, empathy, self-confidence, self-awareness, and cultural appreciation.
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- 2024
15. Evaluating a Tier I Resilience Program -- EmpowerU: A Preliminary Analysis
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Catherine Dorn, Jewel Jones Faison, and Lauren Sayler
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Combatting learning loss in schools is as much a mental health issue as an academic one. With one in four students suffering from poor mental health since the onset of the COVID-19 pandemic, the need for Tier I and Tier II resilience solutions is critical. Addressing these challenges requires comprehensive strategies focusing on academic recovery and prioritizing students' mental, emotional, and psychological well-being. EmpowerU is a Multi-Tiered System of Support (MTSS) program that delivers durable social-emotional skills and support at both Tier I and Tier II/III levels and is designed to build student resilience, coping skills and academic persistence. This program was framed using the Transtheoretical Model (TTM) of behavioral change constructed by Prochaska and DiClemente (1986) to measure pre- to post-student progress on goals students set themselves to improve their well-being, resilience, and motivation. This study focuses on the impact of EmpowerU's Tier I foundational prevention program that allows classroom teachers and other school support staff to deliver proactive instructional interventions that reduce at-risk behaviors, improve academic engagement/motivation, and enhance students' well-being so they can focus and learn. This quasi-mixed measure design with comparison groups (Johnson & Onwuegbuzie, 2004) was performed in a small rural school district in the U.S. Midwest (n=75; 38 fifth graders and 37 eighth graders) and suggested a decrease in at-risk behaviors after receiving the EmpowerU curriculum, as measured by the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) behavior screening tool. The EmpowerU-Starting Point Self-Reflection Assessment (SPA) tool, a vital part of the Tier I curriculum, was administered to classrooms in a phased implementation of students to compare key resilience indicator improvements of students who had not yet received EmpowerU instruction to those students who had received EmpowerU instruction. The comparison data from the pre-post SPA indicates a significant improvement in behavior among 5th graders (Cohen d= 0.783), and among 8th graders (Cohen d= 0.6634), when compared to their respective control groups. EmpowerU instruction positively impacts students' goals and well-being. However, it is recommended that a more robust experimental design be completed with rigorous statistical analysis to further confirm these preliminary results.
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- 2024
16. Examining the Process of Middle School Math Teachers Diagnosing and Eliminating Student Misconceptions in Algebra
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Hüseyin Kabadas and Hayal Yavuz Mumcu
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The aim of this study is to examine how middle school mathematics teachers diagnose and attempt to eliminate students' misconceptions in algebra. The study employed a case study method and embedded single-case design. The research was conducted with three mathematics teachers working in different state schools and having different professional experiences, as well as ten students from the eighth-grade classes of the same schools. The data collection instruments used in the study included the Diagnostic Test developed by researchers to identify students with misconceptions, the Assessment Framework prepared for the evaluation of teacher performances in diagnosing and eliminating student misconceptions, and Semi-Structured Interviews conducted between students and teachers, which were recorded and made available in audio/video format. The study revealed that teachers generally resorted to conventional methods in the process of diagnosing and eliminating students' misconceptions. In most cases, teachers superficially addressed students' errors and did not fully focus on students' thinking. Regarding the processes aimed at eliminating student misconceptions, teachers preferred to directly inform students that their answers were incorrect, rather than facilitating students in recognizing their own mistakes. The findings highlight the need to increase teachers' awareness and student knowledge regarding misconceptions in algebra.
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- 2024
17. Perceived Social Development Scale for Physical Education Lessons (PSDSPEL) -- Parent Version
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Yasin Karaca and Bijen Filiz
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In this study, a valid and reliable scale was developed to measure parents' perceptions of their children's social development in physical education classes. In the first part of the research, the relevant literature reviewed and student-parent interviews were held. As a result of the data obtained from the interviews, a 30-item draft scale was created. The draft scale was applied to 30 parents of students, and as a result of the feedback received, 5 items were removed from the pool. The remaining draft scale items were submitted to expert opinion and the number of items was reduced to 22. The 22-item scale was applied to 240 volunteer parents for Exploratory Factor Analysis (EFA) and to 216 different volunteer parents for Confirmatory Factor Analysis (CFA). As a result of the analyses, the final scale consisting of 15 items and four sub-dimensions was obtained. The Cronbach's Alpha values of the sub-dimensions were found to be between 0.74-0.79. In the final part, the 15-item scale was applied to 540 volunteer parents. Accordingly, while it was observed that parents' PSDSPEL scores were higher in the sub-dimension of showing positive behavior, it was determined that male parents' perception levels were higher than female parents. As a result of the study, it was found that the validity, reliability and internal consistency coefficients of the scale were at acceptable levels.
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- 2024
18. The Effect of Web 2.0 Supported Social Studies on the Digital Literacy Skills of Secondary School Students
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Ilhan Kulaca, Hakki Yazici, and Tugba Selanik Ay
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The focus of this study is to investigate the effects of using Web 2.0 tools in the social studies "Global Connections" learning area on students' digital literacy levels. A quasi-experimental model was used and 38, seventh graders participated the research. The digital literacy scale, created by Ng (2012) and translated into Turkish by Hamutoglu, Güngören, Kaya-Uyanik, and Gür-Erdogan (2017) was employed for data collection. Pre-testing was carried out using the digital literacy test. Courses were imparted according to the current curriculum in the control group and through Web 2.0 tools to the experimental throughout the application. For the experimental group, WordArt, StoryJumper, Canva, YouTube and Renderforest were used in the teaching of learning outcomes, along with Edmodo, which also allowed students interacting with teacher and among themselves outside the classroom. Then a digital literacy test was administered as a post-test. Ultimately, it was determined that the experimental group's digital literacy skills differed statistically significantly from the control group. It is thought that this research, which is limited to the seventh grade "Global Connections" learning area, should be conducted at different learning areas, levels and results should be evaluated.
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- 2024
19. A Scale for Seventh and Eighth Grade Students' Attitudes towards Skill-Based Mathematics Questions
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Gönül Erhan, Oguzhan Dogan, and Çigdem Haser
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The aim of this study is to develop a theoretically sound, valid, and reliable scale to examine seventh and eighth grade students' attitudes towards so-called skill-based mathematics questions (SBMQ). The sample of the study was 820 seventh and eighth grade students at three different middle schools in Etimesgut District of Ankara Province. A draft item pool was crafted after a detailed literature review and the scale was finalized for the implementation after receiving expert opinions. This version of scale was administered shortly before the national examination which included skill-based questions in the 2022-2023 academic year. Exploratory and confirmatory factor analysis methods were used to examine the construct validity of the scale. The analysis resulted in 16 items in three factors (affective, cognitive, and motivational) which explained 46% of the total variance. Cronbach's alpha and composite reliability scores were above 0.70 for each factor and whole scale. The results indicated that the Attitudes Towards SBMQ Scale developed for seventh and eighth grade students is valid and reliable.
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- 2024
20. EFL Learners' Motivational Behavior: A Comparison across Ten Grade Levels
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Yuh-Show Cheng
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Purpose: Given the research gaps identified in a literature review, this study aims to uncover how the intensity of learners' motivational behavior and its predictors vary with grade level. Methodology: A large-scale survey was conducted to examine motivational behavior and its predictors among EFL learners across three education levels and ten grades in Taiwan: primary school (Grades 3 to 6), junior high school (Grades 7 to 9), and senior high school (Grades 10 to 12). A total of 12,441 valid cases were collected from both rural and urban areas in Taiwan. ANOVA and multiple regression analysis were used to analyze the data. Findings: The results showed a significant effect of grade level on the intensity of motivational behavior. Specifically, learners' intensity of motivational behavior tended to decline with grade level (years of study). The significant predictors of motivational behavior also differed with grade level. Significance: In addition to theoretical and methodological contributions to L2 motivation research, this study can enhance understanding of factors that could enhance learners' motivational behavior and offer implications to assist EFL teachers in developing motivational teaching strategies.
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- 2024
21. Development of Sundanese Gamelan Ethnomathematics E-Module for Junior High School Mathematics Learning
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Edi Supriyadi, T. Turmudi, Jarnawi Afgani Dahlan, and Dadang Juandi
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Purpose: This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology: The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings: The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students' understanding and interest in the subject. This culturally infused approach increased students' motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance: The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students' understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation.
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- 2024
22. Effects of STEMEN Teaching Models on Mathematical Literacy and Mathematical Problem-Solving
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Sanit Srikoon, Chansit Khamput, and Ketsaraphan Punsrigate
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Purpose: Mathematical literacy and mathematical problem-solving are crucial abilities that link mathematics content to real life applications, facilitating both mathematics understanding and mathematical processes. The present study aimed to investigate the effectiveness of the STEMEN (STEM and educational neuroscience) teaching model in enhancing mathematical literacy and problem-solving skills. Methodology: This study adopted a pre-test and post-test control group design. Among 156 Grade 9 students from a secondary school in Phayao, Thailand, 70 were randomly selected. The STEMEN teaching model was implemented in the experimental group, while the 5E teaching model, typically used in a normal classroom was employed in the control group. Two types of tests, namely the mathematical literacy test and the mathematical problem-solving test, were used as research instruments. Pre and post-data were collected from both the experimental and control groups. Repeated measures ANOVA with Wilks' lambda was employed to analyze the mean comparison for mathematical literacy and mathematical problem-solving. Findings: The findings revealed that the mean scores for mathematical literacy and mathematical problem-solving were relatively higher in the STEMEN teaching model group compared to the 5E teaching model group. These results provide insights into the effectiveness of the STEMEN teaching model in enhancing learning outcomes, particularly mathematical literacy and problem-solving in mathematics. Significance: The results of this study showed that the STEMEN teaching model was effective in increasing learning outcomes, including mathematical literacy and problem-solving. These outcomes should enable teachers to design effective and efficient instructional strategies for enhancing mathematical literacy and problem-solving in classrooms.
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- 2024
23. L2 Motivational Self System and International Posture of Burundi Simultaneous Multiple Language Learners: A Mixed Methods Study
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Elvis Nizigama, Ali Mohammad Fazilatfar, and Mohammad Javad Rezai
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This mixed methods study compares L2 learning motivation of Burundi simultaneous learners of French, English and Kiswahili, mainly focusing on L2 Motivational Self System (L2MSS). A total of 348 junior high school students participated in a 60-item questionnaire survey, and 12 of those learners participated in a follow-up semi-structured interview. The quantitative data were analysed using structural equation modelling (SEM) while the interview data were analysed employing a thematic analysis method. The results support the validity of the L2MSS in comparing and explaining Burundi simultaneous multiple language learners' motivation. For all the three target languages, L2 Learning Experience appeared as the strongest predictor of the learners' intended learning effort, followed by the Ideal L2 Self only in relation to English and French learning. The role of the variable of International Posture on the three components of the L2MSS, which was assumed to be influenced by the Burundi socio-educational context, was also observed in the SEM analysis. The analysis indicated that the impact of International Posture on Ideal L2 Self was only significant in the models of both English and Kiswahili while its impact on L2 Learning Experience was only significant in the model of Kiswahili. The interview data also provided further insight into the quantitative findings. Pedagogical implications are provided based on these key findings.
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- 2024
24. 3D Model's Online Modules Effectiveness in Practicing Mastery of Solar System Conceptual Knowledge
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Dhanang Setyo Ervana, Raharjo, Munasir, Eko Hariyono, and Judhistira Aria Utama
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This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.
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- 2024
25. The Development of Online Lessons with Google Classroom Application on Computer System Operation for Secondary 2 (Grade 8) Students
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Yuwamon Prasretsung, Naruemon Thepnuan, and Duangkamol Kaewdaeng
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The objectives of this research were to: 1) develop online lessons with the Google Classroom application on computer system operation for secondary 2 (Grade 8) students; 2) study pre-test and post-test academic achievement; and 3) study the students' satisfaction with the online lessons with the Google Classroom application on computer system operation for secondary 2 (Grade 8) students. The sample consisted of 20 students from secondary 2 (Grade 8) studying computational science at Sappasamit Bamrung Municipal School. They were selected for purposive sampling. The research instruments consisted of online lessons with the Google Classroom application, a quality evaluation guide towards media and content achievement tests, and evaluation forms of students' satisfaction. The data analysis statistics were the standard deviation and dependent sample t-tests. The research results indicated that: 1) the online lessons with the Google Classroom application on computer system operations had the quality of media at an excellent level with an average of 4.58, quality of contents with an average of 4.55, and efficiency criterion of 82/81. 2) The students had an average pre-test score of 17.40, while the satisfaction of students towards online lessons with Google Classroom application is at a high level." post-test was 24.35. The t-test analysis during and after learning was different at .05 statistically significant levels, and 3) students' satisfaction toward lessons with Google Classroom location at a high level of 4.49.
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- 2024
26. An Exploratory Analysis of the Association between Coronavirus Anxiety and Teacher Burnout
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Lester A. C. Archer
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This study was an exploration of COVID-19 anxiety and its relationship with teacher burnout. The study was a cross-sectional survey research design with a convenience sample drawn from a population of K-12 public school teachers. A non-parametric statistical test, Kruskal-Wallis, showed a statistically significant difference in teacher burnout across the three grade levels: X[superscript 2] (2, N = 61) = 6.20, p = 0.045. Teacher burnout was lowest amongst elementary school teachers (M = 47.00) when compared to middle school (M = 74.00) and high school teachers (M = 71.00). Implications include a need for increased administrative support and decreased stress levels for teachers.
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- 2024
27. Exploring the Integration of Artful Thinking as an Innovative Approach to Foster Critical Thinking Skills
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Mustafa Senel and Bülent Dös
- Abstract
Designed by the Harvard University Project Zero team, Artful Thinking is basically a program that aims to improve students' awareness of art and increase their critical thinking skills by interpreting works of art and discussing them. In this way, students will acquire twenty-first century skills such as critical thinking and aesthetic understanding. The primary objective of this research was to investigate the impact of the Artful Thinking program on the development of critical thinking skills and attitudes towards art in 6th grade students, by implementing it as action research. This study was conducted in a middle school in Gaziantep, Turkey. 23 students and a Turkish teacher participated in the study. A total of twenty-four works of art (paintings, graffiti and ancient mosaics) were shown to students over eight weeks. Students expressed their opinions about each picture for 10-15 minutes. In order to make the students think in higher-order about art, the teacher asked questions prepared by the researcher. Thus, students were enabled to develop critical and higher order thoughts about the paintings. The findings from the students, teacher, and researcher indicated that the Artful Thinking program had a favorable impact on the students' perceptions of art, and that the students' cognitive abilities and capacity for articulation were enhanced by this program.
- Published
- 2024
28. Middle School Teachers' Perceptions of the Use of Serious Games for Students with Attention Deficit Hyperactivity Disorder
- Author
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LaToyia R. Stewart
- Abstract
Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and severe digital game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. This study aimed to explore middle school teachers' perceptions of the use of digital severe games for students with ADHD. The conceptual framework for this study was Sherry's model of game engagement. The two research questions for this basic qualitative study focused on middle school teacher perceptions regarding the benefits and challenges related to the use of digital serious games for students with ADHD. Semi-structured interviews were conducted with ten middle school teachers from southern U.S. school districts who had used digital serious games for at least one academic school year. Data analysis using emergent codes showed that middle school teachers reported that the social aspect of digital serious games encouraged teamwork and camaraderie while also emotionally building student confidence. Challenges included students being distracted by their peers, anxiety, frustration caused by not understanding the game concepts, and time constraints that influence a student's performance within a game. The results of this study may contribute to positive social change by providing teachers and administrators with the knowledge and leverage they need to understand the benefits and challenges of using serious games when teaching students with ADHD, thereby improving student success through teacher support and professional development.
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- 2024
29. Teaching AI to the Next Generation: A Humanistic Approach
- Author
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Anna Trifonova, Mariela Destéfano, and Mario Barajas
- Abstract
This article proposes a comprehensive AI curriculum tailored for young learners aged 11 to 14, emphasizing a humanistic approach. We review other AI curricula proposals for children and young people and underline that they focus primarily on AI's technological benefits and on learning coding and logic. Our curriculum explores human cognition that is often overlooked in existing AI curriculum. Our proposal combines learning through construction, reflective discussions and project-based learning in order to approach AI from variety of angles. Implemented by CreaTIC Academy during 2023/24 school year as an out-of-school activity in a secondary (middle) school in Barcelona, Spain, this curriculum integrates technological, philosophical, cognitive, and cultural dimensions. It draws from diverse fields, including Philosophy of Mind, Cognitive Psychology and Philosophy of Children, and includes practical coding with tools like Scratch and AppInventor, as well as Machine Learning for Kids. Designed to be adaptable across various socio-economic contexts, our approach aims to promote a broader liberal education for children and help teachers implement AI activities in their classrooms.
- Published
- 2024
30. Addendum to the Final Report of the EIR Mid-Phase Project on MyTeachingPartner-Secondary Program (September 2023)
- Author
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American Institutes for Research (AIR), Mengli Song, Dana Shaat, Andrew J. Wayne, and Cheryl Graczewski
- Abstract
The purpose of the addendum is to document the findings from the Year 2 student achievement analyses of a teacher-level randomized experiment, which was designed to examine the implementation and impact of a scalable version of the 2-year MyTeachingPartner Secondary (MTP-S) program as part of a federally-funded Education Innovation and Research (EIR) project. Due to COVID-caused delays, we were unable to include findings about the impact of MTP-S on Year 2 student achievement in the final report produced at the end of the EIR project (Wayne et al., 2023). With the support of a grant from the William T. Grant Foundation, we were able to complete the collection and analyses of Year 2 student achievement data presented in this addendum. Similar to the Year 1 student achievement findings presented in our EIR final project report, the Year 2 student achievement findings did not reveal any significant program impact on students' math or English language arts achievement at the end of the 2-year program. Findings from this study need to be interpreted with caution given study limitations resulting largely from the influence of the pandemic.
- Published
- 2024
31. Opening the 'Black Box': How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students' Intrinsic Motivation for English
- Author
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Cheng Zeng and Linda Fisher
- Abstract
Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.
- Published
- 2024
32. A New Textbook Design in Language Teaching: Plurimethodological Pair-Unit
- Author
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Ahmet Acar
- Abstract
In this paper, I propose a model of plurimethodological approach in ELT textbook design, in which one unit is based on the communicative PPP unit model, where the unit ends with a final communicative task, and the following unit is based on the action-oriented unit model, where the unit is a mini-project unit as a whole. Such a textbook model is based on the concept of plurimethodological pair-unit, where the communicative approach and the action-oriented approach are combined in coherence and synergy. In such a plurimethodological textbook design, the topics of the two successive units (one PPP unit and the other mini-project unit) are the same or closely related, so that the unit based on the PPP model will provide the students with much of the language and documentary resources needed to complete the mini-project in the following unit. The mini-project unit will provide the students with additional language and documentary resources for carrying out the miniproject, but as there will be less language and documentary work for students in this unit, students will be better able to concentrate on carrying out the miniproject. [Note: The page range (228-241) shown on the PDF is incorrect. The correct page range is 228-240.]
- Published
- 2024
33. From the Lens of Urban Middle School Students: Factors That Promoted Their Academic Resilience
- Author
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William T. Heard and Mary E. Yakimowski
- Abstract
While much has been studied addressing the topic of academic resilience, few researchers have examined adolescent perceptions of the factors that contribute to school success. This qualitative interpretive study explored individual protective factors that can promote academic resilience in urban middle school students. One-on-one interviews (N=20) of students living in one urban setting were conducted. After analysis, the four individual protective factors of positive self-esteem, self-determination, perseverance, and optimism were identified. Implications are recommended, such as offering these adolescents the opportunity to voice their experiences to educational leaders, and further research avenues are suggested.
- Published
- 2024
34. Comparative Research of Ideas about Environmental Problems among Students in Different Age Groups
- Author
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Ayberk Bostan Sarioglan and Burcu Akbay
- Abstract
In recent years, environmental problems have been increasing rapidly around the world and affecting a wide range of environments. Many campaigns are carried out to raise awareness about environmental problems. This study aims to determine the ideas of students at different education levels about environmental problems and to compare these ideas with each other according to their fields. The survey model was used as the research method. The study group of the research consists of a total of 298 students: 75 at the 4th grade level of primary school, 90 at the 7th grade level of secondary school, 56 at the 11th grade level of high school, and 68 at the 3rd and 4th grade level of the university. The "Environmental Problems Opinion Survey", consisting of four open-ended questions, for which validity studies were conducted, was applied to the study group. The descriptive analysis method was used to analyze the data. Environmental pollution is seen as the most important environmental problem at all levels of education. While the answer to the most important cause of environmental problems is littering at the primary school level, it is shown that people act unconsciously on environmental issues at other levels of education. While the answer to the question about your most frequent behavior to prevent environmental problems was "I throw away the garbage" at the primary school, high school and university levels, the answer to the question "I throw the garbage away" was encountered at the secondary school level. Finally, it was suggested that awareness-raising activities be held at all education levels regarding the solution of environmental problems. Based on all these results, it has been observed that similar answers are encountered at all levels of education regarding environmental problems. Conducting more studies to increase students' awareness of environmental problems is among the recommendations of this study.
- Published
- 2024
35. The Effect of Student-Tutor Ratios: Experimental Evidence from a Pilot Online Math Tutoring Program. EdWorkingPaper No. 24-976
- Author
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Annenberg Institute for School Reform at Brown University, Matthew A. Kraft, and Virginia S. Lovison
- Abstract
Budget constraints and limited supplies of local tutors have caused many K-12 school districts to pivot from individual tutoring in-person toward small-group tutoring online to expand access to personalized instruction. We conduct a field experiment to explore the effect of increasing student-tutor ratios on middle school students' math achievement and growth during an online tutoring program. We leverage a novel feature of the program where tutors often taught individual and small-group tutoring sessions, allowing them to directly compare their experiences across these settings. Both experimental estimates and tutor survey responses suggest 1:1 tutoring is more effective than 3:1 tutoring online. Tutoring small groups in an online format presents additional challenges for personalizing instruction, developing relationships, fostering participation, and managing student behavior.
- Published
- 2024
36. An Exploratory Study of Spontaneous Representations of Covariational Reasoning in Middle School Students
- Author
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Ulises García-Teutli and José Antonio Juárez-López
- Abstract
Although student covariation reasoning has been explored in depth to improve understanding of the correspondence between variables, research has focused on studying existing reasoning about variables in Cartesian representations. The working method had a qualitative approach, with a descriptive exploratory scope, the spontaneous representations that the participants evidenced under the level of covariational reasoning of the variables present in three contextualized situations were explored, posed to a population of third-grade middle school students. The students argued with concrete and abstract drawings the general behavior of the variables. At low levels of reasoning they used pictorial representations, at higher levels they used graphical diagrams and tables. The exploratory study shows a relationship between the type of spontaneous representations and the student's level of covariational reasoning, as well as the rigor of the description of the problem.
- Published
- 2024
37. Grade-7 Students' Negotiation during the Engineering Design Processes Regarding the Status of Their Argumentation Training
- Author
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Sayiner Tug and Bahadir Namdar
- Abstract
This study aimed to investigate grade-7 students' negotiation during the engineering design process regarding the students' status of argumentation training. The participants were 33 students studying at a public urban middle school in Turkey. They worked in small groups on four engineering design tasks about electricity and light. Data were collected through small group audio recordings, student worksheets, and the observation. The data were analyzed by using content analysis. The results indicated that negotiation patterns were similar across all groups. However, differences were found between the group that received argumentation training and the one that did not receive in terms of proposing ideas for material design, using justifications when in agreement with others, counter proposing and acquiring information for better planning and altering the design, and critiquing for design advantages and disadvantages.
- Published
- 2024
38. The Development of Mathematical Argumentation: A Case Study on Two Mathematics Classrooms
- Author
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Alev Gunes Uzun
- Abstract
Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions--similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8 th grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material--a worksheet including skill-based questions--is used in the classrooms. During analyzing, qualified argumentation pattern--a pattern including students' claims and justifications/evaluations for those claims--is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms' argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.
- Published
- 2024
39. Employee Evaluation and Skill Investments: Evidence from Public School Teachers. EdWorkingPaper No. 22-686
- Author
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Annenberg Institute for School Reform at Brown University and Eric S. Taylor
- Abstract
When employees expect evaluation and performance incentives will continue (or begin) in the future, the potential future rewards create an incentive to invest in relevant skills today. Because skills benefit job performance, the effects of evaluation can persist after the rewards end or even anticipate the start of rewards. I provide empirical evidence of these dynamics from a quasi-experiment in Tennessee schools. New performance measures improve teachers' value-added contributions to student achievement. But improvements are twice as large when the teacher also expects future rewards linked to future scores. Value-added remains at the now higher level after performance incentives end.
- Published
- 2024
40. Empowering Educational Leaders: On-Track Indicators for College Enrollment. EdWorkingPaper No. 24-960
- Author
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Annenberg Institute for School Reform at Brown University, Brian Holzman, and Horace Duffy
- Abstract
As states incorporate measures of college readiness into their accountability systems, school and district leaders need effective strategies to identify and support students at risk of not enrolling in college. Although there is an abundant literature on early warning indicators for high school dropout, fewer studies focus on indicators for college enrollment, especially those that are simple to calculate and easy for practitioners to use. This study explores three potential indicators of college readiness that educational leaders may consider using as part of an early warning system for college enrollment. Using district administrative data, our analysis shows that an indicator based on attendance, grades, and advanced course-taking is slightly more effective at predicting college enrollment than indicators based on course failures or standardized test scores. However, the performance of these indicators varies across different student demographic and socioeconomic subgroups, highlighting the limitations of these measures and pointing to areas where they may need to be supplemented with contextual information. Through event history analysis, we demonstrate that the ninth grade is a particularly challenging year for students, especially those who are male, Black, Hispanic, or economically disadvantaged. These results suggest that educational leaders ought to consider identifying and targeting students at risk of not attending college with additional resources and support during the freshman year of high school.
- Published
- 2024
41. The Influence of Flipbook Learning Media, Learning Interest, and Learning Motivation on Learning Outcomes
- Author
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Bunari Bunari, Johan Setiawan, Muhammad Anas Ma'arif, Reski Purnamasari, Hadisaputra Hadisaputra, and Sudirman Sudirman
- Abstract
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School 1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
- Published
- 2024
42. Factors Affecting Students' Concept Retention in Learning Science Online Using Instructional Videos
- Author
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Catherine B. Aguanta, Margery Anne T. Augusto, Jonajean V. Bajenting, Katrina Claire Buayaban, El Jane P. Cruz, Niña Faith Fantonial, Jane Aubrey M. Kwan, Jimmoy Legaspino, Dharel P. Acut, and Marchee T. Picardal
- Abstract
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs' effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
- Published
- 2024
43. Levels of Teacher Performance in Formative Assessment in Multigrade and Single-Grade Classrooms
- Author
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Claudio Andrés Cerón Urzúa, Ranjeeva Ranjan, Rodrigo Arellano Saavedra, and Andrew Philominraj
- Abstract
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability ([alpha] = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
- Published
- 2024
44. Transformation of Bima Local Wisdom Values through Social Studies E-Book Media
- Author
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Suriadi Ardiansyah, Kokom Komalasari, Enok Maryani, and Erlina Wiyanarti
- Abstract
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
- Published
- 2024
45. Mathematics Belief Impact on Metacognition in Solving Geometry: Middle School Students
- Author
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Mega Suliani, Dwi Juniati, and Agung Lukito
- Abstract
Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage of solving mathematical problems.
- Published
- 2024
46. Profile of Open-Start Problem-Solving with Context Sarangan Lake Viewed Students' Learning Styles in Junior High School
- Author
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Wasilatul Murtafiah, Yulia Nindi Wardani, Darmadi Darmadi, and Sri Adi Widodo
- Abstract
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
- Published
- 2024
47. Instructional Time as Social Time: Teachers' Curriculum Literacy and Expertise in Teaching Mathematics
- Author
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Mzamani Jully Mdaka and Maropeng Modiba
- Abstract
The study reported on here was conducted to explore four Grade 7 mathematics teachers' understanding of the relationship between the objectives indicated in the CAPS for teaching different topics/concepts and instructional time stipulated for doing so. Seven lessons were studied in 4 primary schools in the Vhembe district of the Limpopo province, South Africa. A constructivist philosophical approach was used. The data collection methods included interviews and classroom observations. The main finding indicates teachers' understanding of instructional time as either a regulatory or a teaching tool. The ability to translate instructional time into social time depends on the level of teachers' curriculum literacy. Consideration of how CAPS objectives could be fulfilled based on the topic/concept to be taught and the stipulated instructional time, influenced the learners' conceptual understanding, procedural fluency, and competency in mathematics. The conclusion underscores the importance of instructional time as both an essential authoritative regulatory tool and signal of a pedagogic device and communication required to advance the instructional objectives.
- Published
- 2024
48. Think Again: Should Elementary Schools Teach Reading Comprehension?
- Author
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Thomas B. Fordham Institute and Daniel Buck
- Abstract
The conventional wisdom among educators and literacy gurus is that reading comprehension depends on the acquisition of isolatable, teachable, and generalizable skills. Consequently, many elementary and middle school English classrooms follow the "reading workshop" model, an approach to literacy instruction, with several variations that typically involve teachers spending a few minutes modeling a supposedly important skill before sending students off to practice by reading self-selected but appropriately "leveled" books. This policy brief challenges that orthodoxy. It asserts that, once students have learned to decode, reading books and other texts of any purported "level" with understanding depends more on knowledge than skills and that successful knowledge building requires explicit, carefully sequenced and paced, teacher-directed instruction across multiple subjects, including but not limited to social studies, science, and literature. Key questions asked in this report include: (1) Does reading comprehension depend on acquiring a set of teachable skills?; (2) Do students need practice with "just right" books?; (3) Does letting students choose the books they read foster the motivation necessary to improve reading comprehension?; and (4) Does extended literacy instruction enhance reading comprehension?
- Published
- 2024
49. The Impact of Multi-Tiered Systems of Support (MTSS) on Student Attendance and Behavior
- Author
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WestEd, Nicholas Gage, Kim Salomonson, Tori Ballew, Beth Clavenna-Deane, and Nicolette Grasley-Boy
- Abstract
The success of all students in schools, including students with learning differences, is contingent on how schools operationalize universally designed instruction, positive behavior support, and data-based decision-making for individualized and group-level interventions. When schools have fully functional multi-tiered systems of support (MTSS) that center equity and focus necessary attention on academic conditions, student behavior, and social-emotional learning conditions, students are more likely to receive the instruction and interventions they need. Further, there is evidence of improvements in student outcomes, particularly those related to behavior, when MTSS is implemented effectively. To address the need for effective MTSS implementation, WestEd engaged in a research and technical assistance partnership in which WestEd subject matter experts provided guidance on designing and implementing effective MTSS. WestEd researchers simultaneously studied the short-, mid-, and long-term effects of these efforts on student outcomes. This interim report provides initial analyses of student-level impacts in one of the two school districts involved in this project.
- Published
- 2024
50. Staffing Interventions to Support Students Experiencing Homelessness: Evidence from New York City. EdWorkingPaper No. 24-970
- Author
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Annenberg Institute for School Reform at Brown University, Kaitlyn G. O’Hagan, and Zitsi Mirakhur
- Abstract
There is limited empirical evidence about educational interventions for students experiencing homelessness, who experience distinct disadvantages compared to their low-income peers. We explore how two school staffing interventions in New York City shaped the attendance outcomes of students experiencing homelessness using administrative records from 2013-2022 and a difference-in-differences design. We find suggestive evidence that one intervention, which placed social workers in schools, increased the average attendance rates of students in shelter by 1-3 percentage points after 3-5 years. We discuss implications for the importance of non-instructional school staff and strategies to serve homeless students.
- Published
- 2024
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