A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education

A System Perspective on Business Models

A Systematic Review of Inflammatory Bowel Disease Epidemiology and Health Outcomes in Sexual and Gender Minority Individuals

GeoGebra is one of the widely used software in mathematics education. Therefore, many master’s and doctoral theses related to GeoGebra have been conducted until today. It is considered that review of these theses will provide both guideline and more effective literature reading for researchers. The purpose of this study is to review systematically theses related to GeoGebra in mathematics education research in Turkey both thematically and methodologically. Theses which were published until June 2018 at the database of National Thesis Center of the Council of Higher Education in Turkey were examined. This study is a descriptive content analysis within content analysis studies. In the study, a total of 54 theses were reached in the database. While the number of master’s theses is 41, the number of doctoral theses is 13. These theses were analyzed thematically in four titles; research subject, mathematical topic, type, and publication year. On the other hand, the theses were analyzed methodologically in four titles; pattern, sample, data collection tool, and data analysis method. Findings were presented with the percentage, frequency, study codes, graphics, and tables. Results of this study indicated that the effects of GeoGebra on academic achievement, learning or permanence were mostly examined in theses. Additionally, majority of the theses were preferred to geometry topics. The quantitative research methodology was determined to be used more than the other methodologies. Most of the theses related to GeoGebra were conducted with the secondary school students. At the end of the study, it is recommended to increase the studies examining the effectiveness of GeoGebra by selecting topics from different learning areas such as measurement, data processing, and probability. Addionalty, it is suggested to increase the studies performed with students and teachers at primary school level.

ABSTRACT: The overarching objective of this research is to investigate the current financial capability of public school teachers in the Philippines. The current study focused on the t hree key measures of financial capability: money management; ability to plan ahead; and financial literacy. This research followed a descriptive design and utilized survey as its method. Frequencies and percentages were computed to examine the three key measures of financial capability of the respondent-teachers. Data gathered were also compared in terms of regions and school levels. The survey was conducted among public school teachers in two regions: Region IV-A and the NCR (National Capital Region). Results shows that the financial capability of public school teachers is far from what is desired and merely reflects the negative trend on financial capability nationally and all over the world . Contributing to this findings are the respondent-teachers’ deficient money management skills, low incidence of financial planning, and inadequate knowledge on basic financial concepts as reflected in their dismal performance in the financial literacy quiz. Integrating financial education in the teacher education curriculum and in-service training of public school teachers can be an effective means not only to enrich the academic training of future teachers, but also to empower them to secure a more wealthy and prosperous future for themselves and for their family. While the current study provided server insights on the current level of financial capability of the public school teachers in terms of its three key measures, further research is necessary to validate these findings. KEY WORDS : Financial Capability; Financial Literacy; Financial Planning; Money Management; Public School Teachers . About the Author: Jerick C. Ferrer is an Assistant Professor IV at the Faculty of Education Science PNU (Philippine Normal University), Taft Avenue, Manila 1000, the Philippines. For academic interests, the author is able to be contacted via e-mail address at: ferrer.jc@pnu.edu.ph Suggested Citation: Ferrer, Jerick C. (2018). “Financial Capability of Public School Teachers in the Philippines” in EDUCARE: International Journal for Educational Studies , Volume 11(1), August, pp.59-78. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online). Article Timeline: Accepted (April 21, 2018); Revised (June 22, 2018); and Published (August 30, 2018).

Continuing Humanity’s Dialogue with Nature and Itself

My doctoral thesis contributes to the understanding of gait, mobility, and falls in older people. All presented projects investigated the most prominent and sensitive markers for fall-related gait changes, that is gait velocity and gait variability. Based on the measurement of these spatio-temporal gait parameters, particularly when using a change-sensitive dual task paradigm, it is possible to make conclusions regarding walking, balance, activities of daily living, and falls in older people. The research summarized in my doctoral thesis will help in the detection of early fall risk and modulation of therapeutic interventions to improve gait and consequently reduce fall risk in older people. To identify modifiable fall risk factors, such as gait disorders, the GAITRite electronic walkway system was used for objective spatio-temporal gait analysis. The simplicity and feasibility of the administration of single and dual task gait analysis make it a desirable clinical and research measurement tool. Gait analysis with walking as a single task condition alone is often insufficient to reveal underlying gait disorders present during everyday activities. However, measuring gait with a dual task paradigm can detect subtle gait deficits. Dual-tasking, walking while simultaneously performing an additional task, was used to assess the effects of divided attention on motor performance and gait control. The presented publications in this doctoral thesis investigated the association between gait parameters and several hypothesized fall-related modalities: (a) Our first review article highlighted the association between gait disorders and falls, and how related motor and cognitive impairments can be detected by measuring gait while dual-tasking. (b) A second review looked at how the dual task paradigm can be used for gait assessment in older people and how spatio-temporal gait parameters are associated with increased fall risk. (c) Our systematic literature review provided evidence about effective fall prevention interventions (exercise, home modifications, footwear, and walking aids) to reduce the risk of falls in vulnerable older people. (d) To evaluate which exercise modalities are effective in modifying risk factors for falls, we conducted an eight-week salsa intervention trial and measured the effect of dancing on static and dynamic balance, and leg muscle power in older people. (e) Besides exercise, inadequate nutritional intake is another modifiable risk factor for falls in older people, and therefore our most recent cross-sectional study examined how serum 25-hydroxvitamin D levels are associated with functional mobility in older people assessed in a memory clinic. (c) Walking aids are commonly prescribed for older people with a high risk of falls which is why we examined the influence of walking aids on spatio-temporal gait parameters in older people who used a cane, a crutch or a walker. (g) Finally, besides predominantly investigating fall risk factors for motor abilities, our prolonged and ongoing randomized, double-blind, and placebo-controlled intervention trial explores the potential influence of ginkgo biloba on the cognitive domain relevant for dual-tasking in older people with mild cognitive impairment.

Intravascular Hemolysis and Acute Renal Failure After Mitral and Aortic Valve Repair

Caribbean Cricket: The Role of Sport in Emerging Small-nation Politics

Towards improving detection of early warning signals within organizations : an approach to the identification and utilization of underlying factors from an organizational perspective

Abass Alavi: A giant in Nuclear Medicine turns 80 and is still going strong!

The present manuscript-based doctoral thesis addresses the question of how approaches to interaction design can be made more structured. This is an attempt to make it more transparent how one can come to a final design of a user interface starting from the results of foundational user research. The results of this analysis can help designers to work very systematic at times, to better reflect on their own idiosyncratic design process “on the job”, or to learn interaction design in the first place. In user-centered design (UCD) there are lifecycles and methods that already provide a certain degree of structuring with the discrimination of different phases etc. But they leave open some gaps here and there. This work is an attempt to close some of the gaps and bring closer together these individual methods. Interaction design patterns are a way to describe solutions to problems in designing user in-terfaces in a very systematic way. However, pattern libraries usually are far from complete. They mostly lack patterns to support the early phases of interaction design and therefore they do usually not link to the abstract models of conceptual design. The third manuscript describes an organizational scheme for interaction design patterns to support the process of implementing a complete pattern language covering all the different levels of the solution domain. The scheme has been found by analyzing several established UCD lifecycles and it has been evaluated by organizing all the individual patterns of several public pattern libraries into it. The first manuscript describes a process of systematically building up a pattern language alongside of a redesign project of a complex application in a corporate environment. The second manuscript describes how patterns have been evaluated in the aforementioned project, when there were several different solutions for one problem. This is shown with two interaction design patterns for the problem of making required input fields visible to users. The fourth manuscript is an attempt to bring together the idea of a complete pattern language, as a description of the solution domain of interaction design, with the different parts of the problem domain. Therefore, the same UCD lifecycles (as in the third manuscript) have been analyzed to find a universal structure of the problem domain. Then all the mappings between the individual parts of the two domains have been described in order to link the two domains in this direct way. Another way of looking at the gap between the problem domain and the solution domain is by seeing it as a distance of levels of abstraction between results of foundational user research and the final user interface. From this point of view a bridging of the gap can be seen in different intermediate representations (abstract models, sketches, and prototypes) and linking them together in a coherent way. These different ways of bridging the gap between foundational user research and the final design of a user interface can be seen as cognitive artifacts to foster problem solving and learning of interaction designers.

Este artigo é um ensaio que tem por objetivo problematizar e discutir o lugar da matemática na formação do futuro professor, em cursos de Licenciatura em Matemática. O ensaio é organizado em torno de duas questões básicas: de que matemática estamos falando, quando dizemos que o professor precisa saber bem matemática para ensiná-la? Que práticas formativas podem contribuir para que o futuro professor possa se apropriar dessa matemática fundamental para seu trabalho profissional? Para respondê-las, foram analisadas e problematizadas as diferentes práticas sociais do educador matemático, tentando perceber, nelas, indícios do tipo de saber matemático mobilizado e requerido. A seguir, foram trazidas algumas tentativas históricas de tratar o problema da formação matemática dos professores, tendo por base Felix Klein, Richard Courant e Bento de Jesus Caraça, e algumas pesquisas brasileiras e internacionais que têm como foco de estudo a formação matemática do professor. A partir desses estudos, o artigo destaca a existência, na formação inicial do professor de matemática, de uma quase tricotomia entre formação matemática, formação didático-pedagógica e prática profissional. Para romper com essa tradição tricotômica são sugeridas algumas mudanças em relação à prática e à pesquisa sobre formação de professores tais como: a formação do professor de matemática deve orientar-se pelas diferentes práticas sociais do educador matemático; adotar, na formação inicial, práticas e projetos nos quais os licenciandos possam integrar, fazendo contrastes, problematizações e investigações sobre as relações entre sua formação matemática na licenciatura, sua formação didático-pedagógica relacionada ao conteúdo, e a complexidade das práticas escolares.

Aprender e ensinar constituem-se em duas atividades muito próximas da experiência de qualquer ser humano. As pessoas estão em constante trocas de experiências e saberes, nas quais elas ensinam e aprendem ao mesmo tempo. As metodologias de ensino e aprendizagem exigem um esforço permanente de inovação e criatividade, no processo de construção de uma aprendizagem significativa. Nesse sentido, a universidade precisa planejar suas ações educativas de modo que a formação dos profissionais, especificamente aqui citando, a formação de professores, esteja impressa com a marca da ética e da responsabilidade social. Este estudo tem como objetivo compreender ética na relação teoria e prática no processo de formação de professores, como uma via de mão dupla, do ponto de vista da responsabilidade social universitária. Para tanto, o caminho desta pesquisa seguiu a abordagem qualitativa, especificamente a pesquisa-ação, tendo como base a perspectiva de compreender a responsabilidade social da universidade na formação do professor, através da elaboração e aplicação de um projeto de cunho social, envolvendo alunos do curso de Licenciatura em Biologia da Universidade Estadual do Piauí, e alunos do Ensino Médio de uma escola pública, ambas instituições estão localizadas na cidade de Corrente-PI. Nenhum país pode aspirar a ser desenvolvido e independente sem um forte sistema de educação superior. No mundo em que o conhecimento caminha largamente à frente dos recursos materiais, a importância de uma educação superior forte é cada vez maior. É igualmente indispensável melhorar a qualidade do ensino oferecido, para o fortalecimento de seu aluno como futuro profissional ético, competente e responsável que deve ser.

Research indicates individuals hold implicit intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory, with intelligence recognised as malleable (Dweck, 1999). According to Haimovitz & Dweck (2017) teachers’ theories of intelligence are important in maintaining and priming students’ intelligence beliefs, as intelligence beliefs are antecedents to student motivation (Yeager & Dweck, 2017). Therefore, it is important to understand teachers’ intelligence beliefs and their enactment of intelligence feedback in-situ. Research in teacher beliefs suggests both teacher belief and practice are nuanced with wider contextual considerations (e.g., influence of school policy) (Fives & Buehl, 2014), and that context plays a large role in guiding teacher feedback. Further investigation into the intelligence belief-intelligence feedback relationship of teachers may assist with our understanding of the manifestation of intelligence beliefs in intelligence feedback. As few studies have investigated the role of teacher intelligence beliefs and their intelligence feedback (Rissanen et al., 2018a; 2019), this Doctoral research aimed to provide further insight into the intelligence belief-intelligence feedback relationship. Data were collected through a mixed-methods design with ten Secondary school teachers in England. The data collection procedure consisted of an implicit theory of intelligence self-report (De Castella, 2015), video recorded lesson observation (coding teacher intelligence feedback) and a semi-structured interview, including stimulated-recall. Teachers were required to discuss their intelligence feedback in interviews, where segments of video observations were used for reflection. This methodological approach was considered a strength of the research, given that teachers could provide attributions to their own intelligence feedback, which was corroborated with self-reports. Data were analysed using a two phase approach, with phase one answering the three research questions associated with the Doctoral study, through thematic analysis. Phase two analysis was undertaken using an abbreviated grounded theory approach, in order to utilise the data, which went beyond the research questions and gain further insight into participant intelligence beliefs, in-situ experiences and feedback attributions. Findings indicate that the intelligence belief-intelligence feedback relationship of teachers was influenced by other teacher beliefs about students (e.g., social background and behaviour) and context (e.g., school, school policy and exam pressures). In addition, the self-reported intelligence beliefs of teachers within this Doctoral study did not always align with verbalised intelligence beliefs and intelligence feedback. Thus, intelligence beliefs were not always salient to teacher intelligence practice, as previously hypothesised (Haimovitz & Dweck, 2017). This Doctoral study identified beliefs which are stronger influences on intelligence feedback, such as school context, and provides a unique contribution to the literature in highlighting the limited role of teachers’ theories of intelligence on intelligence feedback in naturalist scenarios. Given the complexities of the belief-practice relationship, as identified by others (e.g., Buehl & Beck, 2014; Rissanen et al., 2018a; 2019), a hypothesised model of the intelligence belief-intelligence feedback relationship is also presented, as part of the findings, which is an additional contribution to the literature of teachers’ theories of intelligence.

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