ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Mathematical Resilience among Diverse Learners: Preliminary Progress and Problematics
Author: Moala, John Griffith
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Resilience (Psychology),Mathematics Achievement,Low Income Students,Socioeconomic Status,Urban Schools,Poverty,Student Attitudes,Foreign Countries,Mathematics Instruction,Pacific Islanders,Preadolescents,Elementary School Students,Help Seeking

Research shows that developing students' resilience can rapidly raise student achievement in mathematics. Despite recognising its importance, teachers often do not have access to a repertoire of practices to develop resilient mathematics learners. The present study explores aspects of resilience among a cohort of students from three low socio-economic, high poverty, urban schools in New Zealand. Our exploration uncovers some aspects of the students' perceptions (about learning mathematics) that were favourable and/or problematic with respect to the development of resilience. Implications for furthering the development of resilient learners are discussed.
A Teacher&apos;s Approach to Creating Learning Opportunities and Supporting Students to Make Contributions: A Case Study in Iran
Author: Siahgorabi, Sara Haghighi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Student Relationship,Discussion (Teaching Technique),Mathematics Instruction,Secondary School Teachers,Secondary School Students,Females,Experienced Teachers,Educational Change,Student Centered Learning,Adolescents,Mathematical Logic,Classroom Communication,Questioning Techniques

The purpose of this case study was to examine how one teacher supported her students in making contributions to whole-class discussions in an Iranian classroom. Data were analysed using a grounded theory approach and include field notes from all classroom observations and three teacher interviews collected over five weeks in a Year 11 classroom. Findings indicated that in spite of the differences in context, the Iranian teacher's practice shared substantial elements with the 'five practices' of orchestrating productive mathematical conversations outlined by Stein et al. The results suggest that proactive support of students' mathematical understandings is an achievable goal worth pursuing in Iran.
11th Grade Students&apos; Self-Beliefs in a Mathematics Problem-Based Learning (PBL) Classroom
Author: Sangkaew, Supatchana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Based Learning,Secondary School Mathematics,Grade 11,Self Concept,High School Students,Foreign Countries,Self Efficacy

This study aimed to investigate self-beliefs of 11th grade students in a mathematics PBL classroom (n = 47). The data were collected over a period of five weeks during the second semester of the 2018 academic year using students' self-construal questionnaires, students' self-efficacy questionnaires, students' observation forms, students' reflection forms, the teacher's notes, and students' interview forms. Descriptive statistics (percentage, mean, and standard deviation) and descriptive analysis were used to analyse the data. It was found that students in a PBL classroom showed positive self-beliefs in the dimensions of self-construal and self-efficacy.
Connecting Mathematics with Science to Enhance Student Achievement -- A Position Paper
Author: Little, Jake
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Students,Mathematics Education,Science Education,Relevance (Education),Mathematics Achievement,Learner Engagement,Interdisciplinary Approach,Integrated Curriculum

Students in secondary school often find mathematics abstract and irrelevant, frequently questioning its usefulness and purpose. The discourse around STEM education has encouraged secondary teachers to attempt connecting mathematics with other STEM disciplines, most commonly with science. By making connections between content and skills through applications, it is anticipated that secondary school students will engage more in class that may result in improved mathematics achievement. This paper explores the rationale for making connections with science, examines the impact on student achievement in mathematics from previous research and discusses challenges for schools and teachers.
Discussion on the Prospective Teachers&apos; Understanding Level of Electric Charge
Author: Yildiz, Ali
Date: 2016-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Knowledge Level,Physics,Energy,Scientific Concepts,Writing Assignments,Knowledge Base for Teaching

The present study was conducted to analyze the understanding level of the prospective teachers studying in the second grade of elementary mathematics undergraduate program, on the topic of electric charge which is taught in compulsory Physics II. Totally 45 prospective teachers, 36 women and 9 men, have participated the study. The data of the study were obtained through a feedback form including four different open ended questions, which were prepared by the researcher based on expert opinion. The answers given to the open-ended questions by the prospective teachers were read and analyzed, and grouped according to their content, similarity and closeness. The grouped answers, the number of the prospective teachers writing the answering and their percentages were entered in relevant tables created and the required evaluations are performed. The fact that 22.1% of the prospective teachers do not know that a matter is loaded with electric charge, 62.1% of them do not know that a matter with electric charge can attract another applicable neutral matter, 60.0% do not know grounding of an electric charged matter and 86.7% do not know that electric charge has quantum property show that their understanding level on the static electricity topic is very low. The fact that generally a high percent of the prospective teachers not knowing electrical charge and its properties, a basic topic taught in elementary and secondary school and at the university, brings the requirement of using methods and activities enabling the students to be active rather than a teacher and centred teaching system in the physics courses in undergraduate programmes. The prospective teachers who have performed learning-purpose writing activities stating in the studies that they have better understood and learned physics topics on which they have written letters or summaries brings the opinion of using these activities for teaching the topic of electrostatic.
Improving High Schools through STEM Early College Strategies: The Impact of the STEM Early College Expansion Partnership (SECEP)
Author: Edmunds, Julie A.
Date: 2019-06-30
Type: Reports - Research
Subjects: High Schools,STEM Education,Program Effectiveness,Higher Education,Acceleration (Education),Dual Enrollment,College Credits,College Readiness,Instructional Development,Curriculum Implementation,Outcomes of Education,Teacher Attitudes,Teacher Surveys,Dropout Rate,Student Attitudes,Educational Change

The STEM Early College Expansion Project is an effort to integrate STEM strategies with the early college model and implement this in comprehensive high schools. This report summarizes findings from two separate quasi-experimental impact studies of the model in Michigan and Connecticut. Results from Michigan showed statistically significant impacts on enrollment in college-level courses and on attainment of college credits. Treatment schools in Michigan also had descriptively lower dropout rates. The Connecticut impact study had challenges with the study design that resulted in an inability to make clear causal claims about the impact.
Content Analysis of English Language Textbook of Jammu and Kashmir State Board of School Education for Class 8th from Gender Perspective
Author: Shah, Mehraj Ud Din
Date: 2019-06-00
Type: Journal Articles
Subjects: Content Analysis,Textbook Content,Second Language Instruction,Second Language Learning,English (Second Language),Middle School Students,Grade 8,Foreign Countries,Gender Differences,Illustrations,Sex Stereotypes,Occupations,Gender Bias

The present study is conducted to examine the English Language Textbook of Jammu and Kashmir State Board of School Education for class 8th on gender perspective. The Content Analysis method of descriptive and statistical in nature is employed and the Evaluation Tool &quot;Gender-wise occurrence of Evidence is used to examine the total pictures, total references, stereotype and non- stereotype activities and total occupational activities for both male and female depicted in the English Language Textbook of Jammu and Kashmir State board of School Education for class 8th. The Chi-Square test is used to test the hypothesis. The results of the study reveal that there are significantly more picturization of male than females in the English Language textbook. It has been found that there is significantly more number of times references were made to males than females in the English Language textbook. It has been found that there is significant difference in the representation of stereotype and non-stereotype activities depicted in the English Language textbook. It has also been found that there is significant difference of total number of occupational activities for male and female indicated in the English Language textbook.
Issue Brief: Advanced Coursework and Postsecondary Education
Author: Butler, Aaron
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Advanced Courses,Postsecondary Education,Educational Research,Correlation,Advanced Placement Programs,Dual Enrollment,College Readiness,Academic Persistence,College Credits,Two Year College Students

Advanced coursework is one strategy education leaders and policymakers have used to improve academic performance and college readiness (Iatarola et al., 2011). Programs such as Advanced Placement (AP) and dual enrollment provide students opportunities to earn college credit while in high school. Proponents of advanced coursework argue that exposure to college-level materials aid in preparing students for the rigors of college coursework (Iatarola et al., 2011) while also reducing the achievement gaps (Hoffman et al., 2008). This review presents an overview of recent research examining the relationships between advanced coursework, specifically AP and dual enrollment, and college readiness and persistence.
Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017-18 National Teacher and Principal Survey. First Look. NCES 2020-142
Author: Taie, S.
Date: 2020-04-00
Type: Reports - Research
Subjects: Elementary Secondary Education,National Surveys,Teachers,Teacher Characteristics,Racial Composition,Institutional Characteristics,Age Differences,Gender Differences,Teaching Experience,Educational Attainment,Academic Degrees,Employment Level,Teacher Salaries,Class Size,Elementary Schools,Public Schools,Private Schools,Middle Schools,High Schools,Charter Schools,Minority Group Teachers,Urban Schools,Suburban Schools,Rural Schools,Enrollment,Compensation (Remuneration),Limited English Speaking,Professional Development,Teacher Evaluation

The 2017-18 National Teacher and Principal Survey (NTPS) is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State representative data are also available for public schools, principals, and teachers. NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor forces. It is developed by National Center for Education Statistics (NCES) of the Institute of Education Sciences (IES) within the U.S. Department of Education and conducted by the U.S. Census Bureau. This report presents selected findings from the Public School Teacher and Private School Teacher Data Files of the 2017-18 NTPS, representing results of the second collection of NTPS. The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2017-18 NTPS Public School Teacher and Private School Teacher Restricted-Use Data Files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any issue. This First Look report highlights findings from the NTPS public school teacher and private school teacher surveys.
Reading Prosody Unpacked: A Longitudinal Investigation of Its Dimensionality and the Relation with Word Reading and Listening Comprehension for Children in Primary Grades
Author: Kim, Young-Suk Grace
Date: 2020-04-06
Type: Reports - Research
Subjects: Suprasegmentals,Oral Reading,Listening Comprehension,Elementary School Students,Reading Fluency,Primary Education,Intervals,Intonation,Pacing,Reading Processes,Predictor Variables,Reading Tests,Achievement Tests,Word Recognition

We investigated the dimensionality of various indicators of reading prosody, and the relations of word reading and listening comprehension to the identified dimension(s) of reading prosody, using longitudinal data from Grades 1 to 3. A total of 371 English-speaking children were assessed on oral text reading, word reading, and listening comprehension in the fall and spring of each year (i.e., 6 waves of data). From oral text reading, reading prosody was evaluated on pause structures (pause duration, pause frequency) and pitch (intonation contour, F[subscript 0] change) using spectrographic analysis, and on expressiveness, smoothness, phrasing, and pacing using the Multi-Dimensional Fluency Scale (MFS). A bifactor structure described the data best across the 6 waves, composed of (a) a ratings and pause &quot;general&quot; factor, which captured common variance among MFS, pause frequency, and pause duration; (b) ratings (MFS) and pause &quot;specific&quot; factors, which captured variance over and above the ratings and pause general factor; and (c) a separate pitch factor, which captured variance in intonation contour and F[subscript 0] change. Word reading and listening comprehension were related to the identified dimensions of reading prosody, but when they were in a model together, word reading, not listening comprehension, was uniquely related to reading prosody across the six waves. These results indicate that reading prosody is multidimensional and that a pitch factor is a dissociable skill from the general ratings and pause prosody. Furthermore, word reading is the primary driver for the development of various dimensions of reading prosody, at least for children in primary grades. [This is the online version of an article published in &quot;Journal of Educational Psychology&quot; (ISSN 0022-0663).]
Parent Guide to Special Education: A Companion to the Kansas Special Education Process Handbook
Author: Kansas State Department of Education
Date: 2020-01-00
Type: Guides - General
Subjects: Guides,Special Education,Parent Rights,Special Needs Students,Disability Identification,Screening Tests,Referral,Eligibility,Parent Participation,Students with Disabilities,Decision Making,Individualized Education Programs,Student Placement,Inclusion,Discipline Policy,Conflict Resolution,State Legislation

This guide is meant to help parents, schools, and community members use the Kansas Special Education Process Handbook. The parent guide to the Kansas Special Education Process Handbook was written by the Kansas State Department of Education (KSDE). It is a start for learning about special education requirements. It is recommended to use this guide side-by-side with the Process Handbook.
Web-Based Intelligent Tutoring for the Structure Strategy (ITSS). Intervention Report. Adolescent Literacy Topic Area. NCEE 2020-009
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Intelligent Tutoring Systems,Web Based Instruction,Literacy Education,Reading Comprehension,Intervention,Grade 4,Grade 5,Grade 7,Program Costs,Elementary School Students,Middle School Students,Suburban Schools,Rural Schools,Educational Research,Instructional Effectiveness

Literacy skills are critical to students' academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. &quot;Web-Based Intelligent Tutoring for the Structure Strategy&quot; (&quot;ITSS&quot;) is a supplemental web-based program for students in grades K-8. It is designed to develop literacy skills needed to understand factual texts encountered in classrooms and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. This What Works Clearinghouse (WWC) report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;ITSS&quot; on comprehension. The WWC identified two studies of &quot;ITSS&quot; that meet WWC standards. The evidence presented in this report is from studies of the impacts of &quot;ITSS&quot; on students in grades 4, 5, and 7 and a variety of school settings, including suburban and rural districts. [For the Intervention Brief, see ED604233. For the Intervention Snapshot, see ED604234.]
Web-Based Intelligent Tutoring for the Structure Strategy (ITSS). Intervention Brief. Adolescent Literacy Topic Area. NCEE 2020-009
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Intelligent Tutoring Systems,Web Based Instruction,Literacy Education,Reading Comprehension,Intervention,Grade 4,Grade 5,Grade 7,Program Costs,Elementary School Students,Middle School Students,Suburban Schools,Rural Schools,Educational Research,Instructional Effectiveness

Literacy skills are critical to students' academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. &quot;Web-Based Intelligent Tutoring for the Structure Strategy&quot; (&quot;ITSS&quot;) is a supplemental web-based program for students in grades K-8. It is designed to develop literacy skills needed to understand factual texts encountered in classrooms and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. This What Works Clearinghouse (WWC) report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;ITSS&quot; on comprehension. The WWC identified two studies of &quot;ITSS&quot; that meet WWC standards. The evidence presented in this report is from studies of the impacts of &quot;ITSS&quot; on students in grades 4, 5, and 7 and a variety of school settings, including suburban and rural districts. This intervention brief provides an overview of the full report. [For the full report, see ED604232. For the Intervention Snapshot, see ED604234.]
Web-Based Intelligent Tutoring for the Structure Strategy (ITSS). Intervention Snapshot. Adolescent Literacy Topic Area. NCEE 2020-009
Author: What Works Clearinghouse (ED)
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Intelligent Tutoring Systems,Web Based Instruction,Literacy Education,Reading Comprehension,Intervention,Grade 4,Grade 5,Grade 7,Program Costs,Elementary School Students,Middle School Students,Suburban Schools,Rural Schools,Educational Research,Instructional Effectiveness

Literacy skills are critical to students' academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. &quot;Web-Based Intelligent Tutoring for the Structure Strategy&quot; (&quot;ITSS&quot;) is a supplemental web-based program for students in grades K-8. It is designed to develop literacy skills needed to understand factual texts encountered in classrooms and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. This What Works Clearinghouse (WWC) report, part of the WWC's Adolescent Literacy topic area, explores the effects of &quot;ITSS&quot; on comprehension. The WWC identified two studies of &quot;ITSS&quot; that meet WWC standards. The evidence presented in this report is from studies of the impacts of &quot;ITSS&quot; on students in grades 4, 5, and 7 and a variety of school settings, including suburban and rural districts. This intervention snapshot provides a brief summary of the full report. [For the full report, see ED604232. For the Intervention Brief, see ED604233.]
Text Messages: Examining Different Estimates of Text Complexity
Author: Nese, Joseph F. T.
Date: 2017-02-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,Difficulty Level,Readability,Sentence Structure,Lexicology,Syntax,Semantics,Text Structure,Reading Fluency,Reading Rate,Readability Formulas

Text complexity has received increased attention due to the CCSS, which call for students to comprehend increasingly more complex texts as they progress through grades. Quantitative text complexity (or readability) indices are based on text attributes (e.g., sentence lengths, and lexical, syntactic, &amp; semantic difficulty), quantified by mathematical formulas to estimate text. Researchers have warned that texts should not be created to reach particular readability scores, which is a frequent practice of &quot;equating&quot; ORF passages. Issues we encountered were: estimates often differ; estimates do not account for student variance; and many require texts of a certain length. The purpose of this study was to provide comparisons of quantitative text complexity estimates based on text features to estimates of &quot;text difficulty&quot; based on student performance. We found (a) moderate correlation among latent fluency and words correct per minute (WCPM); (b) the highest correlations were observed among ARI, Flesh-Kincaid, and WCPM, possibly an artifact of passage development, and partly a similarity between the formulas of ARI and Flesh-Kincaid (particularly for lower grade texts with less multisyllabic words); and (c) the text complexity measure with the lowest correlations among all measures was formality, perhaps suggesting it measures a different dimension of text complexity.
Cost Analysis: A Starter Kit. Version 1.0. IES 2020-001
Author: Institute of Education Sciences (ED)
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Cost Effectiveness,Program Costs,Program Implementation,Evaluation Methods

Cost analysis examines the costs of specific programs--including interventions, education practices and policies, and tools--designed to improve students' academic outcomes. Cost analysis--(1) Describes the resources needed to run a program, whether related to personnel, facilities, or materials; (2) Attaches value (estimates prices) for those resources; and (3) Gathers information to estimate a program's cost. The Institute of Education Sciences (IES) encourages, and sometimes requires, cost analysis for IES-funded research and evaluation projects. IES believes cost analysis is crucial to support education agencies' decision-making in the adoption of programs, policies, or practices. IES has released this starter kit for grant applicants who are new to this kind of analysis. The kit will help applicants plan a cost analysis, setting the foundation for more complex economic analyses. A three-phased approach (Identify the ingredients; Price the ingredients; Create and use the cost estimate) is outlined and broken into additional steps. [This toolkit was originally developed for the Institute of Education Sciences under Grant R305U190002 to Grant Thornton Public Sector, LLC.]