DMAS

The purpose of this study is to determine seventh grade students’ preferences among the procedural, conceptual and graphical questions in the subject of circles, to define their success levels in their preferences, and to compare students’ success levels in one question type with their performances in other question types. The methodology adopted during this research was case study. Based on criterion-based purposive sampling strategy, 98 middle school students were selected as the participants. Data were collected through an achievement test consisting of nine questions (three per question type). The results obtained from the study indicated that students mostly preferred graphical question types. Moreover, majority of students could not succeeded high levels in their preferred question types. In addition, the students performed better in graphical question types; however, the failure in procedural question types was remarkable. Keywords: Multiple representations, middle school students, mathematics education, circles

This review article investigates measures aimed at low-performing students in mathematics in general classroom settings in primary and middle school education, as described by 24 empirical studies published after The Organization for Economic Co-operation and Development (OECD)'s 2016 report on low performance in mathematics. The article identifies how low performance in mathematics is defined, what measures have been studied, and the implications both for teaching and for future research. The results show considerable variation in the way low performance is defined as well as a predominance of quantitative intervention studies. Four key areas in which measures have been taken were identified: teaching organization and structure, the use of tools and aids, students' own learning strategies, and in specific mathematical content. The review highlights that measures aimed at individual students often yield limited outcomes and suggests a need to shift toward more inclusive and collaboratively-oriented teaching practices. Further, it underscores the importance of teacher competence, classroom stability, and content-specific didactics for enhancing learning outcomes. Finally, the article argues for increased focus on qualitative studies relating to inclusive teaching practices that also include those students who struggle with mathematics.

Tasks that involve retrieving information from memory, such as answering short answer questions, are more effective at improving learning than restudying, concept mapping, and other study techniques. However, little is known about how often teachers naturally provide these retrieval practice opportunities during lectures and classroom discussions. To identify how often teachers ask questions that require retrieval, what types of retrieval questions they ask, and whether teachers in high-growth classrooms differ in their use of retrieval questions compared to teachers in low-growth classrooms. The sample included twenty middle school mathematics classrooms that showed high growth on a test of mathematics achievement and twenty with low growth. For each classroom, we examined a videotape of one class period. We coded the number of teacher questions in each lesson, and the number and type of questions that provided an opportunity for retrieval. We found wide variability in the frequency and type of questions asked across classrooms. On average, almost half of the non-classroom management questions provided an opportunity for retrieval. However, teachers in high- and low-growth classrooms asked similar numbers and types of retrieval questions. Teachers naturally use a wide variety of retrieval questions in their mathematics classrooms. As such, improving their use of retrieval opportunities will require only small changes to their natural practice, rather than large changes to their instructional style.

You have accessThe ASHA LeaderFeature1 Aug 2004Climbing the Academic Ladder Lisa Lucks Mendel, Maurice I. Mendel, and Dolores E. Battle Lisa Lucks Mendel Google Scholar More articles by this author , Maurice I. Mendel Google Scholar More articles by this author and Dolores E. Battle Google Scholar More articles by this author https://doi.org/10.1044/leader.FTR1.09142004.1 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In The dwindling numbers of doctoral-level professionals in audiology and speech-language pathology, along with an even greater shortage of individuals entering academia who have earned the doctorate, indicate a growing problem. Careers in academia are both exciting and rewarding, but communicating those facts often fails. The message sent to future academics tends to focus on day-to-day obstacles and challenges rather than the long-term benefits of that career path. Instead, we need to inform current graduate students and professionals about the advantages of choosing a career in academia. Once that choice is made, appropriate preparation is critical in order for the individual to effectively progress through the ranks to tenure, to achieve promotion to associate professor, and finally, full professor. A thorough understanding of the underlying foundations of the academic process will help young faculty climb the academic ladder and achieve lasting career success. The Academic Trilogy The academic ladder has three primary rungs: assistant professor, followed by promotion to associate professor, which usually occurs at the same time the individual is awarded tenure, and then promotion to professor. An additional rung can be added for those who are interested in academic administration. The essential key for success in climbing the academic ladder is to understand the expectations of the university or college with respect to the academic trilogy: research, teaching, and service. Consult the Carnegie Classification of Institutions of Higher Education, the organizational system recognized by most American colleges and universities. Its structure is based on the highest degree awarded by an individual university or college and the number of degrees conferred per year. The classification of the college or university reflects whether it has primarily a teaching or research emphasis and provides the young academic with information regarding its expectations. If the university is primarily a teaching institution, the job description will emphasize teaching, which often results in a heavier course load and greater service requirements, coupled with less emphasis on research. Conversely, a research institution will emphasize research and publication, with less focus on teaching and service. These distinctions should play an important role in determining the best fit between a given university and a potential new faculty member in the job selection process. Assistant Professor Ideally, the assistant professor takes his or her first position after completing the PhD. It is not advisable to begin a career in academia before the degree has been completed, that is, as ABD (all but dissertation). The demands placed on the assistant professor are great, especially during the first year. It is very difficult for new faculty members to complete the dissertation and at the same time begin a new job that requires teaching and setting up a research laboratory. It would be ideal if the candidate had an initial record of presentations and publications as well as some teaching experience before seeking employment as an assistant professor. If at all possible, it is beneficial to obtain post-doctoral training as well. Once employment has started, the young academic should document activity toward tenure and promotion. It is important to maintain an organizational structure that helps individuals keep track of their work throughout their careers. Most faculty are reviewed annually, so it is important to determine annual goals and document progress toward achieving them on a consistent basis. Annual faculty activity reports are one way to maintain such organization, and can be a very useful tool to document progress toward goals. It is also a good idea for young academics to review the guidelines for promotion and tenure in the faculty handbook of the employing university and department early on to become familiar with the content and organizational structure of the dossier. Keeping the curriculum vitae up to date is essential. Some universities require a mid-term review halfway between the initial hire and consideration for tenure and promotion to associate professor. This review tends to arrive quickly, so organizing materials from the beginning will assist in this process. Effective teaching is a fundamental component of any academic career even at a research-oriented institution. Early on, teaching evaluations may not be strong, but over time, the young academic should show evidence of improvement in this area. Lastly, assistant professors should show their contributions to service by participation in departmental committees and possibly university-wide committees. Service to the profession is noteworthy as well. Promotion to Associate Professor Promotion to associate professor generally occurs within five to seven years after appointment as an assistant professor. The tenure and promotion committee is primarily looking for evidence that the individual has succeeded in an academic track. The publication record is critically important, and data-based research articles in prominent referenced journals are essential as evidence that the work is recognized as important. In addition, both internal and external grant submissions and awards are helpful. Many internal grants can provide seed money to support the assistant professor in collecting the necessary pilot data to use as the basis for a larger, externally funded grant. In a university with a strong emphasis on teaching, there may be less focus on publication and grant-related activities. However, even in teaching institutions, some evidence of scholarship and publication is expected for promotion to associate professor. Promotion to Professor Promotion to full professor usually takes a minimum of five to seven years after achieving associate professor status. At this level, the academic must demonstrate evidence of accomplishment with an impressive and extensive publication record containing data-based research articles in referenced journals. The academic should be well-recognized in a specific area of research and maintain both national and international prominence. At this level, many may have published chapters in textbooks or written their own textbooks. In addition, there should be evidence of a track record of external funding; evidence of grant submissions without funding is inadequate at this level. At most universities, years of service are not justification for promotion to professor. Effective teaching while serving as an associate professor is important, even at research institutions. At this level, teaching should also include presentations at other institutions and state and national conferences. Associate professors are expected to have either developed new courses or revised existing courses to meet new areas in the curriculum. They are also expected to guide master’s theses and doctoral dissertations and serve on master’s and doctoral committees. Service to the university, the profession, and the international community is typically expected as well. University service for promotion to professor usually must include some university-wide committee work and some evidence of leadership by serving as committee chair. Tips for Success on the Academic Ladder Research Establishing an extensive publication record is essential for success toward tenure and promotion. Ideally, publications begin at the doctoral student level. During the first year in a tenure track position, the young academic should set several goals in order to achieve success in publication. A primary goal should be to publish the dissertation and any other ongoing research as soon as possible. The young academic should have several ongoing projects at different stages, so as data are being collected for one, manuscripts are being written for others. The publication process can be challenging and rewarding, but is also time consuming. Therefore, junior faculty members should maximize the aspects of the process that are under their control by submitting and revising manuscripts in a timely manner. Selection of an appropriate journal is also a very important step in the process. If the individual is seeking tenure and promotion at a research institution, refereed journals are paramount. One should also match the content of the research to the goals of the journal to be sure they are appropriate. Again, data-based research carries the most weight. The other major component to scholarship is seeking funding sources. In the beginning, the young academic is encouraged to pursue small university grants (internal funding) that are often geared toward the new investigator. These can be in the form of faculty research grants, professional development awards, or even travel awards. New investigator grants are also available from professional associations such as the American Speech-Language-Hearing Foundation. These grants often are not large, but they serve to provide the new investigator with seed money for collecting pilot data that can be used as the basis for an external grant submission. It is also recommended that individuals work very closely with the university’s office of sponsored research to identify grant opportunities. Scholarship productivity can be enhanced through collaboration with colleagues. Young academics are encouraged to identify individuals who are conducting research in their area(s). In some cases, these individuals may be other professionals in our field (at the same or different universities), and in other cases, they may be from other disciplines that might enhance the interdisciplinary aspects of their work. In this age of technology, there are many advantages of electronic communication that can assist the individual in such collaboration (e.g., e-mail, on-line courses, etc.). Teaching Ideally, young academics have a reduced teaching load in their first year, but new course preparation is still very time consuming. The good news is that it is unnecessary to “reinvent the wheel.#x201D; Young academics are encouraged to seek syllabi from faculty at their own or other universities who have taught such a course previously or use syllabi from their own education. It is hoped that the new faculty member obtained some teaching experience as a doctoral student. Since that is not always the case, young academics should seek out campus resources to develop and improve teaching skills and assist in course development. Some universities offer workshops or summer grants to assist in teaching skills, while others may offer services to videotape and critique lectures. Even after the faculty member has taught the course a few times, it is important to update syllabi annually since material is constantly evolving. Knowing the course content and teaching it are very different. Young academics are encouraged to use as many resources as necessary to assist them in teaching the material. These can be in the form of visual aids (e.g., slides, overheads, videos) to demonstrate important concepts or clinical techniques. Using Web-based technology can also enhance one’s teaching as well as student learning. The young academic should also consider different ways to present information at the undergraduate versus the graduate level. Some form of teaching evaluation is used at most universities to allow students to provide feedback to faculty members. Initial evaluations can be discouraging. It usually takes several times teaching certain course material before it is presented appropriately and effectively. Young academics should also keep in mind that student responses may not always be based on fact. Students may give negative reviews because of challenges in the course (i.e., high standards). One should also consider when the evaluation is conducted during the course. The last couple of course meetings can influence the results. New faculty may find it useful to seek a mentor or evaluator early on so that there is time to make improvements before the final evaluation. Service Although research, scholarship, and teaching are the most important aspects of academic life, the service component also is significant. The young academic should select committees carefully: Which ones have minimal time commitment and the most visibility? Which do the faculty value more in consideration for renewal and tenure? Service can occur at the level of the department or the university, and academics should balance their time between them. Service to the profession also should be considered-first at the state or local level and later at the national or international level. One excellent way to deal with scholarship and service at the same time is to become a reviewer for a journal. Mentoring A career in academia typically involves two types of mentoring. As a faculty member working with students, academics are very good mentors. Faculty are encouraged to build upon a student’s potential. Reaching out is critical because it may be the catalyst that pushes a student along. Suggesting research opportunities can encourage master’s theses and the pursuit of a doctoral degree. The mentoring process can vary depending upon the level of student (i.e., undergraduate, master’s, doctoral). But in any case, it is helpful to view students as future colleagues. Faculty themselves need to be mentored-especially junior faculty. Many universities assign a senior faculty member as a mentor for junior faculty, and it is hoped that relationship will be strong. Junior faculty members should feel comfortable with their mentors to ask any type of question from, “How do I grade exams or fill out a travel authorization?#x201D; to “How do I determine an appropriate journal in which to publish my dissertation?#x201D; Mentors can serve as excellent academic resources, and do not have to be in the same department or even in the same university as their protégés. In short, a career in academia can be satisfying and rewarding. Junior faculty should be mentored so that they are fully aware of the expectations from their university for successfully climbing the academic ladder. Organization of materials demonstrating potential and accomplishment in research, teaching, and service will assist the junior faculty member toward navigating the academic ladder. Author Notes Lisa Lucks Mendel, is associate professor of Audiology in the School of Audiology and Speech-Language Pathology at The University of Memphis, and interim director of the Audiology Clinic. Contact her at [email protected]. Maurice I. Mendel, is dean and professor in the School of Audiology and Speech-Language Pathology at The University of Memphis. He is active in the Council of Academic Programs in Communication Sciences and Disorders having served as its president. He currently serves as its Webmaster. Contact him at [email protected]. Dolores E. Battle, ASHA’s president-elect, is professor of speech-language pathology and senior advisor to the president for Equity and Campus Diversity at Buffalo State College. Among her responsibilities is assisting faculty in developing strategies to recruit, retain, and promote faculty from underrepresented groups. Contact her at [email protected]. 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In the study reported on here we aimed to determine the role of strengthening leadership behaviour on the psychological contract in primary and secondary schools. The population was a total of 7,772 teachers (3,627 primary school teachers and 4,145 middle school teachers) working in the districts of Baglar, Kayapinar, Sur and Yenisehir in Diyarbakir during the 2017–18 academic year. A total of 621 teachers selected by random sampling participated in the study. Data were collected through the following scales developed by Kocak (2016): the School Administrators’ Level of Conformity to Psychological Contract Scale and the Teachers’ Level of Conformity to Psychological Contract Scale. Teacher perceptions of school managers’ demonstration of empowering leadership behaviour were measured with the Reinforcing Leadership Behaviours Scale developed by Konczak, Stelly and Trusty (2000) and adapted to Turkish by Aras (2013). Teacher perceptions of school administrators’ levels of compliance with psychological contracts (SACPC) were found to be moderate and teachers’ levels of compliance with the psychological contract (OPSUD) was high. Teacher perceptions of school administrators in terms of empowering leadership behaviour (ELB) were found to be high. Keywords: employee empowerment; empowering leadership behaviour; primary school; psychological contract; secondary school; teacher

Automatic assessment of short answers is one of the Computer Assisted Test works that can assess answers in natural language. Several methods have been used to create a system capable of assessing short answers that are close to human markings. In Indonesian, it might be easy to use string-based similarity methods by matching keywords, as has been done in previous studies. However, short answers have characteristics that focus on content, question type, and answer length, which cannot be accommodated only by string-based methods. This study aims to implement a hybrid method using corpus and string-based similarities. The Semantic Text Similarity (STS) method was used in this study to assess short answers in Indonesian. The STS method consists of three combinations of similarity methods, namely Normalized and Modified Longest Common Subsequence, Second Order Co-occurrence Pointwise Mutual Information, and Common Word Order Similarity. We also use a dynamic corpus with the advantage of being relatively small and adaptable to the learning domain. The Gensim Module is used to generate a dynamic corpus. The dynamic corpus uses the top five answers from students obtained from the Gensim module. The STS method is compared with the Cosine Similarity method since Cosine Similarity is the most commonly used method to assess answers in Indonesian. The results show that the STS method can outperform the Cosine Similarity method based on the Mean Absolute Error value, but still not outperformed in terms of correlation.

Purpose: The purpose of the study was to examine the extent to which school ethnic affiliation (Jewish vs. Arab) and site-based management affected the absence of teachers and school administrators. Research Design: Background individual and organization-level data on the population of elementary and middle-school teachers (52, 056 teachers at 2, 145 schools) in the Israeli public education system were studied by means of multi-level analysis (HLM). Findings: Controlling for individual workload, school size, and school level, the authors found that the higher a teacher's administrative position, the fewer his or her absence spells. This tendency was more pronounced in the Arab-sector schools, although being affiliated to Arab schools tended to increase teachers'absenteeism. Value: The study contributes to our understandingof the influenceof a school's ethnic affiliationandotherschool-level characteristics onwork absenteeism, a topictraditionally studied at the individual level of analysis. When, as in the present case, ethnic affiliation coincides with resource deprivation and marginalization in the broader society, an increase in withdrawal behavior such as work absence can be expected. The school hierarchy and one's position in it also emerge as important factors to be considered in the planning and design of further research on teachers'absence behavior.

The aim of the research was to identify the role of educational techniques in improving student achievement. The researcher used the survey method in the study. The questionnaire was used as a tool for study. The study sample consisted of 100 teachers in middle schools in eastern Riyadh. Study The responses of the members of the study sample at an average of (3.93) on the terms of the axis of the role of the school administration in the employment of modern educational techniques with an average indicating the degree of approval. The responses of the sample members of the study on the terms of the axis of constraints that limit the role of administration (3.49) indicates the degree of approval. The responses of the sample members of the study on the expressions of the effect of the use of modern educational techniques on the achievement of the students' studies at a general average (4.35) Educational leaders in the training departments and the centers of educational technology to pay attention to the training of teachers in the field of the use of modern educational techniques، and the leaders of schools to guide teachers to employ modern educational techniques through the use of computer teaching and accounting parameters used in the use of The educational leaders in the Department of Education and work to remove the obstacles that limit the role of school administration in the employment of modern educational techniques، and educational leaders in the departments of education to support the school administration to meet the high costs of using some modern educational techniques.

Declining standardized test scores due to the increased rigor of curricular standards is a problem for many school districts in the United States. To combat this issue, administrative teams develop plans to better meet the needs of teachers and students. The purpose of this case study is to identify teachers' perceptions of an action plan that addressed declining test scores through the development and implementation of problem-solving strategies in the classroom. The researcher interviewed six middle school teachers and two school administrators regarding their experiences and perceptions working with the math action plan. Open-ended interviews with all 8 participants informed answers to the following research questions: 1) How do middle school math teachers in a residential school perceive the impact of an action plan on their development and implementation of effective teaching strategies for problem-solving in a mathematics classroom? 2) What evidence is there that the action plan influenced teachers' instructional strategies related to teaching problem-solving in the mathematics classroom? 3) What supports, and constraints do teachers identify that benefit or impede their ability to implement components of the action plan? In addition to open-ended interviews, the researcher also analyzed the action plan, teacher lesson plans, and previously analyzed student achievement data. Based on the participants' shared experiences and the researcher's analysis, four themes emerged: shift in curriculum and instructional strategies, time as a negative and positive factor, the effectiveness of professional development, and collaboration. Teachers expressed a strong focus on professional development and the need to increase reading and writing in the math classroom. The researcher determined multiple recommendations to improve instruction through the findings of this study.

The purpose of this study was to produce a conceptual understanding assessment instrument on the subject of "addictive and additives substances" during the Covid-19 pandemic. This development research was carried out using by carrying out three of four stages; the Define stage, the Design stage, and the Development stage. The assessment instrument from the development results consists of 11 Basic Competency Achievement Indicators, each of which is developed into three learning objectives so that the assessment instrument has 33 learning objectives (each learning objective is developed into three question indicator items). The total questions developed were 99 question packages and 18 of them were taken to be used as validation samples. Each question package consists of four types of questions; (1) true - false, (2) single choice, (3) the relationship between things, and (4) short answer. The assessment instrument developed covers the subject of "additives and addictive substances and their impact on health". The feasibility of this assessment instrument product was tested with two activities, (1) validation by experts from universities and (2) validation of user practicality by teachers and students. The assessment instrument developed is in the valid category based on the results of validation by experts with a score of 85.35%. For the level of practicality of the user by the teacher, the assessment instrument got a score of 98.61% with a very valid category. Furthermore, for the level of user practicality validity by students, the assessment instrument also received a very valid category with a score of 95.55%.

Researchers usually query the large biomedical literature in PubMed via keywords, logical operators and filters, none of which is very intuitive. Question answering systems are an alternative to keyword searches. They allow questions in natural language as input and results reflect the given type of question, such as short answers and summaries. Few of those systems are available online but they experience drawbacks in terms of long response times and they support a limited amount of question and result types. Additionally, user interfaces are usually restricted to only displaying the retrieved information. For our Olelo web application, we combined biomedical literature and terminologies in a fast in-memory database to enable real-time responses to researchers’ queries. Further, we extended the built-in natural language processing features of the database with question answering and summarization procedures. Combined with a new explorative approach of document filtering and a clean user interface, Olelo enables a fast and intelligent search through the ever-growing biomedical literature. Olelo is available at http://www.hpi.de/plattner/olelo.

Operation ARA is a serious game that teaches scientific inquiry using natural language conversations. Within the context of the game, students completed up to two distinct training modules that teach either didactic or applied conceptual information about research methodology (e.g., validity of dependent variables, need for control groups). An experiment using a 4-condition between-subjects pretest-interaction-posttest design was conducted in which 81 undergraduate college students interacted with varying modules of Operation ARA. The four conditions were designed to test the impact of the two distinct modules on different types of learning measured by multiple-choice, short answer, and case-based assessment questions. Results revealed significant differences on training condition and learning gains on two of the three types of questions.

The two cognitive styles, ‘field dependent/field independent’ and ‘convergent/divergent’, were explored in relation to three formats of assessment (multiple choice, short answer and structural communication grid) in five classroom chemistry tests. The study was conducted in Greece with the participation of Grade-10 (upper secondary school) pupils (age 15-16). The field dependent/independent characteristic correlated with pupils’ performance in all the tests, and in almost all the formats of assessment. The convergent/divergent characteristic correlated with pupils’ performance in assessment where language was an important factor, but not in algorithmic types of questions or in questions where there is a greater use of symbols and less use of words. It seems that, in relation to the convergent/divergent characteristic, the chemistry content and presentation of the test is a factor affecting the type of questions being asked. This study suggests that some of the factors that affect pupils’ performance might be: (a) the content and presentation of the test, (b) the format of the test, (c) the psychology of the individual. [Chem. Educ. Res. Pract., 2006, 7 (2), 64-83]

This research aims to investigate the implementation of Khuluqiyah values by Islamic Religious Education (PAI) teachers in preventing bullying among seventh-grade students at SMP Negeri 2 Perbaungan. As an effort to stop bullying among students, this research focuses on the application of Khuluqiyah values by PAI teachers who seek solutions to the bullying problem in schools. The study employs a qualitative method with a descriptive framework to determine the accuracy and effectiveness of implementing Khuluqiyah values in preventing bullying among students. Data collection techniques include observation, intensive interviews, and documentation. Findings will be strengthened through validity testing and data analysis. The research results reveal that there are three types of bullying behavior at SMP Negeri 2 Perbaungan, including physical, verbal, and relational bullying. These behaviors can occur among some or even all students in the school. The school administration, through PAI teachers, has also implemented Khuluqiyah values as an effort to address this issue. However, there are still challenges that require a lengthy process to achieve optimal results. The school and PAI teachers offer the following solutions: 1) Publishing Standard Operating Procedures (SOP) for handling bullying; 2) Promoting a culture of avoiding intimidation; 3) Encouraging students to feel comfortable sharing their experiences; 4) Helping students become more diligent in worship and drawing closer to Allah; 5) Motivating the community to remain enthusiastic about learning; 6) Enforcing punishments that serve as guidance for perpetrators (such as writing Quranic verses, memorizing short surahs, etc.).

Inclusion refers to placement of pupils with special needs in regular classrooms setting. There are problems which are encountered in inclusive education processes. These among others include curriculum, mode of evaluation, teaching learning approaches, perspectives of teachers and learners. An attempt to provide solution to the above problems, calls for the efforts of the new teacher or and school administrator. This paper, therefore, examined the concepts of inclusive education, the new teacher/administrator, and curriculum implementation. It examined the new teacher's tasks in implementing the curriculum. Based on the reviewed work, it was recommended among others that teachers should be current in implementing curriculum by ensuring that they update their instructional knowledge, use new methods and practices in their course of implementing curriculum. They should also employ the services of some experts in education, health, and social workers to render their required services in the course of curriculum implementation. Teachers as well as scholl administrators should also consider the needs, interests, abilities, nature, etc of the learners and provide many and varied techniques and materials to cater for these differences.