ethanporcaro/eric-fulltext-meta huggingface dataset:
Mounting Peril for Public Higher Education during the Coronavirus Pandemic
Author: Yuen, Victoria
Date: 2020-06-11
Type: Reports - Evaluative
Subjects: School Closing,Public Colleges,Higher Education,Budgets,State Government,Income,Government Role,Federal Government,Federal Aid,Educational Finance,Costs,Budgeting,Economic Impact,COVID-19,Pandemics

The coronavirus pandemic has led to the most difficult semester in generations on college campuses across the United States. With that semester now wrapping up, public colleges and universities are facing costs that already dwarf the $7.6 billion in federal stimulus funds that are on their way to these institutions. Absent dramatic new action from Congress, many of the public colleges that support social mobility will confront an existential threat. As dramatic as colleges' losses already are, a much bigger threat is in the offing: the potential for multiple years of severe state budget cuts. Forty-six states and Washington, D.C., have constitutional or statutory requirements to balance their budgets. States are already reporting record deficits in revenue during the pandemic as lost wages, low sales, and people staying home translate into less tax revenue. The Center on Budget and Policy Priorities estimates that states will face a $765 billion shortfall over the next three years. Therefore, Congress must act now to protect higher education by distributing the necessary additional funds for public colleges and universities. This includes investing at least $46 billion in states for higher education, including funding a strong a maintenance of effort (MOE) provision to ensure that state funding per student remains at levels comparable to before the pandemic, as well as requiring institutional reporting on factors such as enrollment and withdrawals by income and race to not deepen existing societal disparities.
Perspectives on the Nature of Mathematics
Author: Norton, Anderson
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Definitions,Mathematics Education,Piagetian Theory,Philosophy,Psychology,Mathematical Concepts,Epistemology,Neurosciences,Constructivism (Learning)

As mathematics educators, we teach and research a particular form of knowledge. However, in reacting to Platonic views of mathematics, we often overlook its unique characteristics. This paper presents a Kantian and Piagetian perspective that defines mathematics as a product of psychology. This perspective, based in human activity, unites mathematical objects, such as shape and number, while explaining what makes mathematics unique. In so doing, it not only privileges mathematics as a powerful form of knowledge but also empowers students to own its objects as their own constructions. Examples and interdisciplinary research findings (e.g., neuroscience) are provided to elucidate and support the perspective. [For the complete proceedings, see ED606531.]
Using Strip Diagrams to Support Explanations for Keep-Change-Flip for Fraction Division
Author: Siy, Eric
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Fractions,Division,Multiplication,Middle School Teachers,Secondary School Mathematics,Preservice Teachers,Teaching Methods,Teacher Education Programs,Mathematical Concepts,Visual Aids,Word Problems (Mathematics),Problem Solving,Models

Using memorized rules and algorithms without coherence and understanding is a perennial problem for teachers and students especially in the teaching and learning of fraction operations. I present data in which prospective middle school teachers explain a commonly used rule for fraction division--keep-change-flip. I argue that using both strip diagrams and a single, quantitative definition for multiplication support prospective teachers when explaining why the rule works. The results of the study provide impetus for both mathematics teachers and mathematics teacher educators to teach with coherence across multiple mathematical topics. [For the complete proceedings, see ED606531.]
A Better Formula for Higher Education&apos;s Federal Coronavirus Funding: Increasing, Improving, and Accelerating Funding for Higher Education in the Next Stimulus Package
Author: Miller, Ben
Date: 2020-05-11
Type: Reports - Descriptive
Subjects: Higher Education,Funding Formulas,Educational Finance,Expenditures,Costs,Budgets,Public Colleges,Economic Impact,Federal Aid,Resource Allocation,State Aid,Federal Legislation,Educational Legislation,Community Colleges,Private Colleges,Grants,Online Courses,School Closing,Federal Government,State Government,Proprietary Schools,COVID-19,Pandemics

At $14 billion, the investment in operating support for higher education institutions from the coronavirus relief bill, the Coronavirus Aid, Relief, and Economic Security (CARES) Act, is the largest one-year federal infusion of funds going straight to colleges since the Great Recession. Yet it's nowhere close to enough. Many states have already announced higher education funding cuts for this fiscal year that exceed what their public colleges and universities will receive through the CARES Act, to say nothing of the costs colleges have incurred refunding student room and board and shifting programs online because of the novel coronavirus pandemic. And the state budget crisis next fiscal year will undoubtedly be even bigger. With further cuts sure to come, Congress will have to allocate additional funding for higher education if it wants to stave off a devastating crisis across America's postsecondary education system. These funds need to increase by tens of billions of dollars; the Center for American Progress and many other partner organizations have called for at least $46 billion in additional spending for public colleges based on state cuts during the Great Recession and how much worse this situation appears to be. As Congress works to secure more money for colleges, it must provide public colleges with their own dedicated fund that can run through states. In the absence of that, it must make the current formula more effective. Otherwise, precious dollars will not get to those who need them most.
Social Justice Driven STEM: Achieving Equity Goals through Integrated Mathematics Education
Author: Harper, Frances K.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Social Justice,STEM Education,Mathematics Education,Equal Education,Civil Rights,Disabilities,Identification (Psychology),Access to Education,Student Participation,Magnet Schools,Grade 9,Geometry,Course Content,Power Structure

This study investigated how integrating social justice issues, STEM practices, and mathematics may support equity in mathematics education. We analyzed video of four lessons focused on inverse trigonometry and disability rights from a STEM project-based geometry class. Using an established observation protocol, we identified themes related to access and participation in coherent and cognitively demanding mathematics, student voice, and opportunities to develop positive mathematics identity. Findings provide insights into project and lesson structures that support balancing mathematics and social justice goals across STEM projects and point to additional considerations of equity not fully captured by the existing observation protocol. [For the complete proceedings, see ED606531.]
The State of Early Learning in New York: Growing Crisis for Young Children and Working Families. What New York Leaders Need to Do Now. Recommendations for 2020-21 Enacted Budget. Briefing Guide
Author: Center for Children's Initiatives (CCI)
Date: 2020-00-00
Type: Reports - Research
Subjects: Budgets,Child Care,Educational Quality,Preschool Children,Educational Opportunities,Poverty,Preschool Teachers,Access to Education,Preschool Education,Employed Parents,Salaries,Costs,Counties,Family Income,State Legislation,Legislators

This briefing guide offers the latest data on the availability of child care and pre-K by legislative district as well as new documentation on affordability by county and median salaries for early childhood educators. Today 9 out of 10 families cannot afford quality child care. Further 4 out of 5 four-year olds outside of New York City have no access to full day pre-K. This shortfall in investment in child care and pre-K leaves children without early education opportunities, parents struggling to work and care for their children and the early childhood educators with close to poverty level wages. The state must address this crisis for the children. New York must commit to achieving universal access to quality, affordable child care by 2025, starting with significant new investment in the 2020-21 budget to establish critical building blocks to meet that goal. [The Children's Agenda provided valuable data analysis and editing for this report. Additional funding for this work was provided by the Ralph C. Wilson Jr. Foundation. For the previous year's report, see ED596298.]
The Feeling of Hopelessness in Physical Education and Sports Teachers (The Case of Izmit)
Author: Karagun, Elif
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Teacher Attitudes,Psychological Patterns,Teacher Characteristics,Depression (Psychology),Fatigue (Biology),Teacher Burnout,Mental Health,Gender Differences,Marital Status,Family Characteristics,Exercise,Leisure Time,Recreational Facilities

Although Physical Education and Sports course has become a current issue with the discourses such as removal of the course from schools and reduction of the course hours, it is also considered as an important means in socialization, personality development and acquisition of physical and mental health. However, it is seen that studies where the feelings of Physical Education teachers, implementing such an important course in socialization, personality development and acquisition of physical and mental health, are researched are limited. Based on these evaluations, the level of teachers who are experts in teaching the course of Physical Education and Sports, each individual takes compulsorily, in terms of being a model, work planning and the feeling of hopelessness/despair which is considered important in view of life was wondered. For this purpose, after taking permission from Kocaeli Provincial Directorate of National Education in the academic year of 2012-2013, scales were randomly distributed to the Physical Education teachers in the province and when the scales filled in by voluntary teachers were taken into consideration, no significant results were found in terms of gender, marital status, whether they had children or not, whether they did sports in their leisure time or not, whether they received a treatment or not, age, income status, type of the school where they work and the facilities the school have, whereas significant results were found in terms of no participation of teachers in leisure time activities and the activity type in favor of those engaged in sports and music.
Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CWFIT Tier 1
Author: Monson, Kimberly D.
Date: 2020-00-00
Type: Reports - Research
Subjects: Middle School Students,Student Behavior,Student Improvement,Classroom Techniques,Positive Behavior Supports,Self Management,Art Education,Intervention

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level. It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared to baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms. [This paper was published in &quot;Journal of Positive Behavior Interventions&quot; v22 n1 p38-50 2020 (EJ1235752).]
Transitioning to Communicative Activities in Teaching English as a Foreign Language in the Dominican Republic
Author: Martínez-Gómez, Alberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Communicative Competence (Languages),Instructional Effectiveness,Student Attitudes,Group Activities,Elementary School Students,Grade 6,Preadolescents,Class Activities,Student Participation

In the last decade, the Communicative Approach has taken an important position within the English language teaching world. Many countries have abandoned their traditional teaching methods to implement this approach. The objectives of this research were to analyze the transitioning to communicative activities in Teaching English as a foreign language in the Dominican Republic, to identify the communicative activities to which the students were more receptive, to research students' attitudes while developing communicative activities, and lastly, to analyze new strategies for successful communicative activities. To carry out the investigation, three interventions were carried out in the classroom where activities such as role-play, group work, mingle, information transfer, opinion sharing, and information gap were implemented. Two interviews were administered to learners. Participant observation was implemented as well as the teacher's diary and note-taking as a way of record the events. Interviews revealed that students had a great disposition towards group work as well as having conversations and activities that involved giving opinions. They also showed that close attention should be paid to activities that involve speaking in front of the class as they raised students' stress levels. According to students' performance and answers during the sessions, group work, information gap, and opinion sharing activities activated their motivation to a greater extent. Modeling and giving clear instructions was fundamental to overcome linguistic gaps that emerged during the sessions. The progressive integration of the target language was more convenient while implementing communicative activities.
Tacit, Trick, or &quot;Teach&quot;: What Is Gina&apos;s Mathematical Reality?
Author: Hunt, Jessica
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Fractions,Grade 3,Elementary School Students,Learning Disabilities,Females,Thinking Skills,Abstract Reasoning,Intervention,Teaching Methods,Mathematics Tests,Low Achievement

We present study findings that depict the natural and fractional number knowledge of one third grade student with learning disabilities (LDs) in seven experimental sessions. We utilize qualitative analysis methods to illustrate how this student evidenced her knowledge of natural number and fractions through her interactions with varied learning situations. We argue the child reverted to pseudo-empirical abstractions and tricks to make sense of the situations as opposed her own reasoning. Providing children interventions that promote procedures and actions may be preventing children from adapting their thinking structures. [For the complete proceedings, see ED606531.]
Policy Citations: Does State Statute, State Rule or Regulation, State Agency Policy, an Enacted Budget Bill, or Other Publicly Available Policy Document Guide the Postsecondary Education Funding Process? 50-State Comparison: Postsecondary Education Funding
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,State Aid,Educational Policy,State Policy,Measurement,Models,Technical Institutes,Public Colleges,Private Colleges,Community Colleges,Universities,State Legislation,Educational Legislation,State Agencies

What do state policies say about how to fund postsecondary education? This 50-State Comparison answers this question by searching state statutes, state rules and regulations, enacted state budget bills, and state postsecondary education agency policies that address postsecondary education budgeting and funding. This resource inventories where publicly available state policies exist and provides citations that underpin postsecondary education budgeting and funding in the state. Forty-five states and the District of Columbia have an adopted state statute that addresses postsecondary education budgeting processes or funding models for at least one institution or sector. [View the full &quot;50-State Comparison: Postsecondary Education Funding&quot; (https://www.ecs.org/50-state-comparison-postsecondary-education-funding/).]
Workforce Development or Transfer: Does the State&apos;s Funding Model Require a Metric Related to Workforce Participation or Transfer, Provide an Option to Include a Metric Related to Workforce Participation or Transfer, or Not Address Workforce Participation or Transfer at All? 50-State Comparison: Postsecondary Education Funding
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,State Aid,Educational Policy,State Policy,Measurement,Models,Technical Institutes,Public Colleges,Private Colleges,Community Colleges,Universities,Labor Force Development,Education Work Relationship,Job Placement,Apprenticeships,Transfer Rates (College),Wages,College Graduates,Loan Repayment,Loan Default

What do state policies say about how to fund postsecondary education? This 50-State Comparison answers this question by searching state statutes, state rules and regulations, enacted state budget bills, and state postsecondary education agency policies that address postsecondary education budgeting and funding. According to the content of the publicly available policies, this resource categorizes the funding models in place and identifies a selection of their underlying drivers, including student enrollment, faculty or facilities needs, completion metrics, and workforce development metrics. This comparison focuses on the workforce development or transfer metrics. Sixteen states account for workforce development or transfer metrics within their funding model for at least one institution or sector. An additional four states provide an option to include workforce development or transfer metrics. [View the full &quot;50-State Comparison: Postsecondary Education Funding&quot; (https://www.ecs.org/50-state-comparison-postsecondary-education-funding/).]
Budget Request Process: Do Individual Institutions Request Funding from the Legislature, Is a Consolidated Budget Request Process Required, or Is Another Process in Place? 50-State Comparison: Postsecondary Education Funding
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,State Aid,Educational Policy,State Policy,Measurement,Models,Technical Institutes,Public Colleges,Private Colleges,Community Colleges,Universities,Governing Boards

What do state policies say about how to fund postsecondary education? This 50-State Comparison answers this question by searching state statutes, state rules and regulations, enacted state budget bills, and state postsecondary education agency policies that address postsecondary education budgeting and funding. This comparison examines whether the budget request process is centralized across institutions or groups of institutions within the state. [View the full &quot;50-State Comparison: Postsecondary Education Funding&quot; (https://www.ecs.org/50-state-comparison-postsecondary-education-funding/).]
Course or Program Completion Metrics: Does the State&apos;s Funding Model Require a Metric Related to Course or Program Completion, Provide an Option to Include a Metric Related to Course or Program Completion, or Not Address Course or Program Completion at All? 50-State Comparison: Postsecondary Education Funding
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,State Aid,Educational Policy,State Policy,Measurement,Models,Technical Institutes,Public Colleges,Private Colleges,Community Colleges,Universities,Educational Attainment,Remedial Instruction,College Credits,School Holding Power,Graduation Rate,Time to Degree,Academic Degrees,Enrollment,Distance Education

What do state policies say about how to fund postsecondary education? This 50-State Comparison answers this question by searching state statutes, state rules and regulations, enacted state budget bills, and state postsecondary education agency policies that address postsecondary education budgeting and funding. According to the content of the publicly available policies, this resource categorizes the funding models in place and identifies a selection of their underlying drivers, including student enrollment, faculty or facilities needs, completion metrics, and workforce development metrics. This comparison focuses on the course or program completion metrics. Twenty-nine states account for course or program completion metrics within their funding model for at least one institution or sector. An additional three states provide an option to include course or program completion metrics. [View the full &quot;50-State Comparison: Postsecondary Education Funding&quot; (https://www.ecs.org/50-state-comparison-postsecondary-education-funding/).]
Faculty, Facilities and Student Support Services: Does the State&apos;s Funding Model Require a Metric Related to Faculty, Facilities or Student Support Services; Provide an Option to Include a Metric Related to Faculty, Facilities or Student Support Services; or Not Address Faculty, Facilities or Student Support Services at All? 50-State Comparison: Postsecondary Education Funding
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,State Aid,Educational Policy,State Policy,Measurement,Models,Technical Institutes,Public Colleges,Private Colleges,Community Colleges,Universities,College Faculty,Salaries,Educational Facilities,Student Personnel Services,Academic Support Services

What do state policies say about how to fund postsecondary education? This 50-State Comparison answers this question by searching state statutes, state rules and regulations, enacted state budget bills, and state postsecondary education agency policies that address postsecondary education budgeting and funding. According to the content of the publicly available policies, this resource categorizes the funding models in place and identifies a selection of their underlying drivers, including student enrollment, faculty or facilities needs, completion metrics, and workforce development metrics. This comparison focuses on the faculty, facilities, and student support services metrics. Sixteen states account for postsecondary education facilities and/or faculty or staff salaries within their funding model for at least one institution or sector. [View the full &quot;50-State Comparison: Postsecondary Education Funding&quot; (https://www.ecs.org/50-state-comparison-postsecondary-education-funding/).]