ethanporcaro/eric-fulltext-meta huggingface dataset:
The Method of Instructing Children Rationally, in the Arts of Writing and Reading
Author: Neef, J.
Date: 1813-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,English Instruction,Writing Instruction,Handwriting

This textbook presents lessons in reading and English pronunciation. The alphabetical letters or signs employed in the English language being very complicated figures, it is necessary that children, for a considerable space of time, should be practised in drawing simple geometrical figures before they are taught writing. By this geometrical drawing their eyes will be taught to seize the shape of an object and their hand to delineate it with accuracy; the mere painting of alphabetical characters, which is commonly styled penmanship and considered as a necessary accomplishment, instead of being a difficult labor, would then be only an amusement for children. Before the author teaches writing to children, they must therefore learn to draw all kinds of lines, to form all kinds of figures, angles, triangles, rectangles, squares, circles, polygons, with a good deal of exactness.
The Role of Mathematics Anxiety and Attitudes in Adolescents&apos; Intentions to Study Senior Science
Author: Mackenzie, Erin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Anxiety,Mathematics Instruction,Secondary School Students,Anxiety,Student Attitudes,Intention,Biology,Chemistry,Physics,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Gender Differences,Predictor Variables,Foreign Countries

In this study, we examined whether generalised mathematics anxiety, application of mathematics in science anxiety, and positive attitudes towards mathematics influenced adolescents' intentions to study biology, chemistry, and physics in Grades 11 and 12. Participants were 477 students in Grades 8-10 from two schools in Western Sydney. Girls reported higher levels of generalised mathematics anxiety and application of mathematics in science anxiety. Positive attitudes towards mathematics were a significant and positive predictor of students' intentions to study all science subjects, while application of mathematics in science anxiety was a negative predictor of students' intentions to study chemistry and physics.
The Role of Mathematics Education in Developing Students&apos; 21st Century Skills, Competencies and STEM Capabilities
Author: Whitney-Smith, Rachael
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: 21st Century Skills,Mathematics Education,STEM Education,Definitions,Teacher Attitudes,Teaching Methods,Secondary School Teachers,Barriers,Grade 7,Grade 8,Grade 9,Grade 10

In order to discuss the role of mathematics education in developing students' STEM Capabilities and 21st Century skills, it is necessary to define what is meant by these terms given the extent to which they are broadly used in global contexts. A literature review aimed at providing clarity, through affording a concise interpretation of each term for the Australian context, enabled the development of a working framework for defining 21st Century skills and STEM capabilities. This paper provides working definitions and reports on initial findings from a larger three-phase study aimed at exploring secondary mathematics teachers' beliefs, attitudes and practices, towards the role mathematics education plays in developing students' STEM capabilities and 21st Century skills.
The Nature of Research on Pre-Service Teachers&apos; Mental Mathematics: A Brief Systematic Review
Author: Westaway, Lise
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Teacher Education,Numeracy,Research Reports,Teaching Methods,Schemata (Cognition),Computation,Periodicals,Pedagogical Content Knowledge,Meta Analysis

For pre-service teachers to develop learners' number sense, they need have a broad repertoire of non-standard calculation strategies. In this paper, we present an analysis of selected research literature from 2000 to 2022 on pre-service teachers' mental mathematics published in peer-reviewed journals. The results of this brief review indicate that more research on pre-service teachers' mental mathematics would be beneficial. Of the 12 studies examined, five promoted a deficit view of pre-service teachers' knowledge. The remaining seven differed on the starting point in developing pre-service teachers' knowledge of non-standard mental calculation strategies.
A Comparison of Classroom Pedagogical Practice Named by Middle School Mathematics Teachers in Australia and Chile
Author: Mesiti, Carmel
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Teaching Methods,Middle School Teachers,Mathematics Teachers,Foreign Countries,Classification,Lexicology

The professional lexicons of middle school mathematics teachers in communities around the world were documented as part of The International Classroom Lexicon Project. This vocabulary captured teachers' naming of classroom pedagogical practice. Reported in this paper are attributes of the lexicons of teachers from Australia and Chile. A comparison of the lexical items revealed commonalities and differences in the named phenomena and in the schema employed for their organisational structure. The analysis revealed differences attributable to cultural and contextual factors. A categorisation system was developed to classify the complexity of similarity of lexical items of one lexicon with another.
Wicked Problems as a Context for Probability Education
Author: Prodromou, Theodosia
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Instruction,Decision Making,Constructivism (Learning),Problem Solving,Computer Games,Teaching Methods,Game Theory,Probability,Thinking Skills,Teacher Education Programs,Concept Formation,Communities of Practice,Graduate Students,Elementary School Teachers,Student Attitudes

This study focuses on pre-service teachers' experimentation with a game-modding process in a constructionist setting whilst they experimented with randomness embedded in wider socio-scientific issues that call for decision making under uncertainty. In this process, participants created 39 different game mods. Our observations of the participants while they worked on the mods suggest that grappling with wicked problems while using digital socio-scientific games can offer new contexts for harnessing causality to facilitate students' meaning-making for randomness embedded in such contexts. In order to bridge the deterministic and the stochastic in wicked problems, the students transfer agency to specially designed numerical consequences of choices, by inserting proportional thinking, game theory, and probability.
Student Perspectives of Engagement in Mathematics
Author: Zorn, Kristin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Learner Engagement,Grade 5,Active Learning,Student Attitudes,Foreign Countries,Cooperation,Psychological Patterns,Peer Relationship,Self Esteem

Engagement in mathematics education is an important factor in a successful student experience. This paper reports findings from a study of Year 5 student perceptions of engagement during a two-week, inquiry-based learning (IBL), problem-posing investigation. The study triangulated data from semistructured interviews, video observations and student work samples to understand the student's perspectives of IBL; however, this paper reports the interview data. The findings indicate that most of the students were behaviourally, emotionally, and cognitively engaged during the IBL investigation, and that the investigation provided an opportunity for students to experience levels of competence, relatedness, and autonomy need satisfaction.
Teacher Actions to Progress Mathematical Reasoning of Five-Year-Old Students
Author: Pearce, Emily
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Skills,Mathematical Logic,Logical Thinking,Foreign Countries,Early Childhood Education,Equal Education,Student Participation,Relevance (Education),Teacher Role

Opportunities for five students to access higher mathematics and critical thinking is often restricted until they have developed sufficient knowledge. This case study focuses on two reception class teachers and their teacher actions used to develop mathematical reasoning with their students. The findings illustrate the impact these teachers have on their students in the mathematics classroom by developing mathematical practices with five-year-old students that show that these students can critically reason and engage in mathematical practices.
Stories of Child Life. Book III: In the Country. The Young Folks&apos; Library for School and Home
Author: Badlam, Anna B.
Date: 1889-00-00
Type: Historical Materials
Subjects: Elementary School Students,Textbooks,Spelling,Pronunciation,English Instruction

This textbook is is designed to be read after &quot;Stories of Child Life, Book II.&quot; It deals with the common experience of most children who have been in school one year, and is therefore within their comprehension. The new words are introduced so gradually, and repeated so frequently, that the children, while reading the book, will add materially to their knowledge of printed words. An attempt has been made to lighten the work of the teacher at the blackboard, by printing, before the lessons, the words needed for drill in spelling, analysis, and pronunciation. By studying those words, the pupil will be better able to do his work without the teacher's help, and will thus become a more independent worker.
Sea Island Boys
Author: Brown, William Perry
Date: 1903-00-00
Type: Historical Materials
Subjects: Novels,Adolescent Literature,Males

This is a young-adult adventure novel. The story is about Jacob &quot;Jake&quot; Ehrlich and his friends adventures throughout the Waccamaw and Johns Islands. They spend most of their days hunting, fishing, and encountering the residents of the surrounding area.
Influence of the COVID-19 Lockdown on High School Mathematics Teachers&apos; Beliefs about Using Digital Resources
Author: Jafri, Mairaj
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,High School Teachers,Mathematics Teachers,Foreign Countries,Teacher Attitudes,Virtual Classrooms,Distance Education,Teacher Competencies

This study examined the impact of COVID-19 on the beliefs of high school mathematics teachers in Pakistan regarding the use of digital resources. Participants were six mathematics teachers from both private and government schools with varying years of teaching experience. The responses indicate that despite facing issues, teachers' beliefs have significantly changed due to COVID-19 online teaching. Teachers' beliefs are subject to the opportunities and constraints that exist in the social context of teaching mathematics, which includes the influence of students, parents, schools, peers, and senior teachers. The regular practice and use of digital resources may further deepen teachers' beliefs and their use in mathematics teaching.
Beyond the Simple View of Reading: The Role of Executive Functions in Emergent Bilinguals&apos; and English Monolinguals&apos; Reading Comprehension
Author: Taboada Barber, Ana
Date: 2021-05-00
Type: Reports - Research
Subjects: Reading Processes,Reading Comprehension,Executive Function,Bilingual Students,Monolingualism,Elementary School Students,Decoding (Reading),English Language Learners,Listening Comprehension,Short Term Memory

The Simple View of Reading (SVR) describes reading as the product of decoding (D) and listening comprehension (LC; Gough, Hoover, &amp; Peterson, 1996). However, the SVR has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive-linguistic factors that underlie the common variance between D and LC, which are malleable, although there is no clarity at this point regarding what these are. We propose that one such group of malleable cognitive factors is executive function (EF) skills. Further, we posit that EF skills play equally strong roles in explaining reading comprehension variance in emergent bilinguals (EBs) and English monolinguals (EMs). We used multigroup structural equation modeling to determine the contribution of these constructs (D, LC, and EF) to reading comprehension in 425 EBs and 302 EMs in Grades 2 through 4. The shared variance between D and LC was explained by direct and indirect effects in the models tested, with strong indirect effects for the EFs of cognitive flexibility and working memory through D and LC, respectively, for both language groups. The indirect effect of cognitive flexibility though LC on reading comprehension was considerably larger for EBs than for EMs. Considerations for a more nuanced view of the SVR and its implications for practice are discussed. [This is the in press version of an article published in &quot;Reading Research Quarterly.&quot; For the published version of this article, see EJ1298084.]
Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. Instructional Tips Based on the Educator&apos;s Practice Guide
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2022-10-01
Type: Guides - Classroom - Teacher
Subjects: Elementary School Students,Middle School Students,Second Language Learning,English (Second Language),Literacy Education,Language Teachers,Science Instruction,History Instruction,English Literature,Educational Practices,Teaching Guides,Content and Language Integrated Learning

The &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School&quot; practice guide was developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel to support teachers in providing language instruction. The practice guide provides teachers with guidelines and examples of ways to systematically and explicitly build students' English language proficiency and literacy by providing English learners more opportunities to speak, listen to, and write about academic topics ranging from literature to science to history in daily classroom instruction. The instructional tips translate the practice guide recommendations into actions that educators can use with students in whole class, small group, or one-on-one settings and with students at all levels of English proficiency. [For &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012,&quot; see ED544783.]
Stories of Child Life. Book IV: Nan at School. The Young Folks&apos; Library for School and Home
Author: Badlam, Anna B.
Date: 1889-00-00
Type: Historical Materials
Subjects: Elementary School Students,Grade 3,Pronunciation,Spelling,English Instruction,Textbooks

This volume is intended to be read after &quot;Stories of Child Life, Book III.&quot; It is adapted for use as a supplementary reader during the third year of school life. It deals, in the main, with what is familiar to the child. An attempt has been made, in a few instances, to enable the children to construct pictures of scenes in unknown lands; but here most of the ideas needed by them are those gained in their own experience at home. Some lessons will suggest lines of work for the teacher with the children, which, it is hoped, will prove helpful. The words most needing drill in pronunciation and assistance in understanding, are printed at the beginning of the lessons. These will serve at once as the basis of special instruction by the teacher, and drill in pronunciation and spelling by the pupils. [For Book III, see ED623723.]
Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers
Author: Stevens, Elizabeth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Response to Intervention,Reading Comprehension,Reading Difficulties,Reading Instruction,Instructional Effectiveness,Content Area Reading,Social Studies,Small Group Instruction,Vocabulary,Reading Tests

Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the effects of Tier 1 reading instruction on the reading outcomes of students in Grades 4-12, and a synthesis of effects for students identified as struggling readers. Results from this meta-analysis of 37 publications conducted between 2000 and 2015 reveal significant, positive effects for Tier 1 reading instruction on comprehension and vocabulary outcomes. A synthesis of the results for struggling readers indicates that they maintained or improved reading comprehension over struggling readers receiving typical instruction. [This article was published in &quot;Exceptional Children&quot; (EJ1260021).]
Teacher Views of Parent Roles in Continued Mathematics Home Learning
Author: Vale, Pamela
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Parent Role,Mathematics Instruction,COVID-19,Pandemics,Foreign Countries,Parent Teacher Cooperation,Parents as Teachers,Grade 4,Grade 5,Grade 6,Grade 7

This paper emerges from a broader study that investigated the strategies employed by teachers to continue mathematics teaching and learning during South Africa's COVID-19 lockdowns and through subsequent phased and partial re-opening of schools. In this paper, we focus on teacher views of the role of parents in these efforts gathered through two questionnaires administered from 2020 to 2021. Twenty-five Grade 4-7 mathematics teachers from schools in the Eastern Cape province took part in the study. We address the question: What were teacher perspectives on the role of parents in the continuation of mathematics teaching and learning during COVID-19 and the gradual reopening of schools? We explore the teacher responses and show how the pandemic context provided a stimulus to forge stronger teacher-parent relationships and opened opportunities for productive ways of extending mathematics learning almost exclusively undertaken in the classroom into homes.
Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. Practice Guide Summary. WWC 2014-4012
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2014-04-00
Type: Guides - Classroom - Teacher
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Academic Education,Elementary School Students,Middle School Students,Academic Language,Vocabulary,Oral Language,Written Language,Writing Instruction,Small Group Instruction,Teaching Methods,Learning Activities,Content Area Writing,Instructional Effectiveness,Educational Research,Evidence,Language Proficiency,Grammar,Assignments,Scaffolding (Teaching Technique)

The &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School&quot; practice guide was developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel to support teachers in providing language instruction. The practice guide provides teachers with guidelines and examples of ways to systematically and explicitly build students' English language proficiency and literacy by providing English learners more opportunities to speak, listen to, and write about academic topics ranging from literature to science to history in daily classroom instruction. The practice guide includes recommendations for teaching English learners in K-8. This summary introduces the recommendations and supporting evidence described in the full practice guide. The recommendations in this practice guide summary apply to any teacher or instructor who works with students who have varying levels of English proficiency. [For &quot;Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012,&quot; see ED544783.]
Resources on Understanding the Role of Information Technology Specialists in Supporting School Safety before, during, and after an Emergency. Information Technology Specialist Resource List
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Information Technology,Specialists,Role,School Safety,Emergency Programs,Computer Security,Safety,Information Security,Student Records,Privacy,School Districts,Readiness,Self Evaluation (Groups),Student Participation,Planning

This Information Technology Specialist Resource List provides resources on understanding the role of information technology specialists in supporting school safety before, during, and after an emergency. Resources are organized into the following categories: (1) Cybersecurity and Cyber Safety Considerations for Schools and Districts; (2) Cybersecurity and Cyber Safety Considerations for Students and Staff; (3) Information Technology Infrastructure (Tools and Data Breaches); and (4) Emergency Operations Plan (EOP) Development and Annexes.
Integrating Elluminate in EFL Reading Instruction
Author: Al-Jarf, Reima
Date: 2014-04-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Reading Instruction,Undergraduate Students,Comparative Analysis,In Person Learning,Integrated Learning Systems,Videoconferencing,Positive Attitudes,Student Attitudes,Computer Software,Instructional Effectiveness,Reading Skills

Two groups of college students majoring in translation participated in the study. They were enrolled in an English reading course. The control group received face-to-face in-class reading practice; whereas the experimental group received synchronous online practice using Eluminate Live, a web-conferencing software associated with Blackboard LMS. Elluminate has virtual rooms or vSpaces where virtual classes and meetings can be held. Elluminate Live communication tools include integrated Voice over IP and teleconferencing, public and private chat, quizzing and polling, emoticons, a webcam tool, a whiteboard for uploading presentations for viewing by class, a recording feature, a graphing tool, breakout rooms for group work, and a timer. In the present study, Elluminate was used as supplement in in-class instruction to provide students with extra reading practice from home. The present study aims to describe the following: (i) steps followed in preparing for and conducting synchronous reading web-conferences between EFL students and instructors using Elluminate Live; (ii) technical requirements of synchronous reading web-conferences using Elluminate; (iii) technical difficulties of synchronous web-conferences using Elluminate; (iv) the effects of using Elluminate live reading practice sessions on students' achievement; (v) participants' views of the benefits and shortcomings of synchronous reading web-conferences using Elluminate; (v) recommendations for conducting effective synchronous reading web-conferences using Elluminate. Results of the posttest showed significant differences between the experimental and control groups in reading skill development, in favor of the Eluminate reading practice sessions. Students who participated in those reading practice sessions developed positive attitudes towards web-conferencing and reading practice as well.