ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary School Teachers' Perceptions of Mathematical Reasoning
Author: Loong, Esther Yook-Kin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Mathematical Logic,Mathematics Instruction,Teaching Methods,Semi Structured Interviews

Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were unsure. It is argued that to facilitate curricular change and reform, teachers need support in understanding mathematical reasoning and how they can further develop this proficiency in their primary classrooms. [The Mathematical Reasoning Research Group is funded by the Faculty of Arts and Education, Deakin University.]
Building Better Bridges to Life after High School: Experimental Evidence on Contemporary Career Academies. Working Paper 176
Author: Hemelt, Steven W.
Date: 2017-01-00
Type: Reports - Research
Subjects: Career Academies,High Schools,High School Students,Profiles,School Districts,Student Participation,Outcomes of Education,Public Schools,Student Characteristics,Attendance,Academic Achievement,Graduation,Enrollment,Higher Education,Gender Differences,Advanced Placement Programs

Modern career academies aim to prepare students for college and the labor market. This paper examines the profile of students entering such academies in one school district and estimates causal effects of participation in one of the district's well-regarded academies on a range of high school and college outcomes. Using rich administrative data from the Wake County Public School System, we find that students who enter contemporary career academies are generally higher performing than their non-academy peers. Further, we document that Hispanic students and those with limited English proficiency are somewhat less likely to enroll than other students, even after we control for differences in prior academic achievement and high school choice sets. Exploiting the lottery-based admissions process of one technology-focused academy, we then estimate causal effects of participation in a career academy on high school attendance, achievement, and graduation, as well as college-going. We find that enrollment in this academy increases the likelihood of high school graduation and college enrollment each by about 8 percentage points, with the attainment gains concentrated among male students. We also find that academy participation reduces 9th grade absences but has little influence on academic performance, AP course-taking, or AP exam success during high school. Analysis of candidate mechanisms suggests that roughly one fifth of the overall high school graduation effect can be attributed to improved student engagement in high school. Tables are appended.
Summary of Research on Online and Blended Learning Programs That Offer Differentiated Learning Options. REL 2017-228
Author: Brodersen, R. Marc
Date: 2017-02-00
Type: Reports - Research
Subjects: Educational Research,Electronic Learning,Blended Learning,Individualized Instruction,Elementary Secondary Education,Academic Achievement,Outcomes of Education,Research Methodology,Measures (Individuals),Instructional Effectiveness

This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K-12 online and blended face-to-face and online learning programs that offer differentiated learning options. The report also describes the characteristics of the learning programs. Most of the examined programs used blended learning strategies, and all the examined programs offered some means to differentiate their content, difficulty level, or pacing. Some 45 percent of the blended learning programs studied (5 of 11) offered differentiation in the face-to-face component of instruction. In some of the most rigorous studies, statistically significant positive effects were found for four blended learning programs: Cognitive Tutor Algebra I, LeapTrack, READ 180, and Time To Know. This study addressed two research questions: (1) What are the characteristics of online and blended learning programs that offer differentiated learning options to K-12 students in the United States and that have been the subject of research?; and (2) What are the methodologies, measures, findings, and strength of evidence of studies that have examined these programs using randomized controlled trials, quasi-experimental, or correlational research designs? To answer these questions, the study team searched research journal databases, research organizations' websites, and the websites of online and blended learning program vendors to identify relevant studies. Studies were included only if they focused on online or blended learning programs that offered differentiated learning options. Programs were included regardless of whether they were used to provide a full curriculum (including content for a semester or yearlong course) or to supplement an existing course curriculum. The following are appended: (1) Literature search procedures; and (2) Online and blended learning programs and research studies included in the literature summary.
The Effects of War on Syrian Refugees' Academic Achievement
Author: Ulum, Ömer Gökhan
Date: 2016-08-15
Type: Journal Articles
Subjects: Foreign Countries,War,Refugees,Academic Achievement,Secondary School Students,Environmental Influences,Semi Structured Interviews,Victims,Comparative Analysis,Grades (Scholastic),Qualitative Research,Statistical Analysis,Student Attitudes,Psychological Patterns,Stress Variables

The aim of this study is to provide an overview of the effects of war on Syrian students' academic success. No one can deny the fact that wars have direct and indirect effects on children. Besides, no one can deny the fact that not only soldiers are targets in wars, but also children, women, and even old people are, who altogether make a society. In a war, social life ends, medical life ends, educational life ends, and worst of all, innocent lives end. As a result of these dreadful conditions, children terribly suffer from the effects of war, even if they achieve to survive. Being highly depressed their chance of becoming constructive individuals in the future declines. With all these in mind, we inquired the course grades of secondary and high school Syrian war victims studying in Adana city, Turkey. Furthermore, we applied a semi-structured interview in the mother tongue of the respondents, in our case Arabic language, to clarify the views of these war victims. Based upon a comparative descriptive research design, in order to see the effects of war on academic success, we analyzed Syrian students' course grades, which were scored before and after the war in Syria.
Four Factors to Consider in Helping Low Achievers in Mathematics
Author: Leong, Yew Hoong
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Achievement,Low Achievement,Problem Solving,Student Attitudes,Study Habits,Foreign Countries,Student Characteristics,Mathematics Skills,Metacognition

In this paper, we propose and describe in some detail a framework for helping low achievers in mathematics that attends to the following areas: Mathematical content resources, Problem Solving disposition, Feelings towards the learning of mathematics, and Study habits.
Relationships of Out-of-School-Time Mathematics Lessons to Mathematical Literacy in Singapore and Australia
Author: Kaur, Berinderjeet
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Hierarchical Linear Modeling,Mathematics Instruction,Mathematics Skills,Cross Cultural Studies,Remedial Mathematics,Correlation,Mathematics Achievement,After School Programs,After School Education,Student Characteristics,Statistical Analysis,Enrichment Activities,Adolescents

This study, drawing on date from the Programme for International Student Assessment (PISA) 2009, examined the relationships of out-of-school-time mathematics lessons to mathematical literacy in Singapore and Australia. Results of two-level hierarchical linear modelling (HLM) analyses revealed that out-of-school-time enrichment lessons in mathematics were not significantly associated with mathematical literacy in Singapore and Australia. Out-of-school-time remedial lessons in mathematics were negatively associated with mathematical literacy in Australia, while such remedial lessons in mathematics were not significantly related to mathematical literacy in Singapore. Learning time in out-of-school-time lessons in mathematics was significantly negatively linked to mathematical literacy in Singapore and Australia. Implications of the findings are discussed.
Language Learning Strategies of Turkish and Arabic Students: A Cross-Cultural Study
Author: Köksal, Dinçay
Date: 2016-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Second Language Learning,Semitic Languages,Turkish,English (Second Language),Native Language,Learning Strategies,Teaching Methods,Second Language Instruction,Middle School Students,Cultural Background,Measures (Individuals),Cultural Differences,Reading Processes,Statistical Analysis,Classification,Foreign Countries,Qualitative Research

This study investigates the language learning strategy use of Turkish and Arabic students enrolled in middle schools and having different cultural and linguistic backgrounds. Using a strategy inventory for language learning, the study examines the cross-cultural differences in strategy use of the mentioned students while learning English as a foreign language. The study has found out that though there are a number of cross-cultural similarities in the language learning strategy use between Turkish and Arabic students, there are also significant differences between them. For instance, Turkish students prefer to use a dictionary while reading English texts, but Arabic students generally do not use a dictionary in their reading activities. Conclusions and pedagogical implications of the findings are discussed in the study.
Cross-Country Comparisons of Student Sense Making: The Development of a Mathematics Processing Framework
Author: Lowrie, Tom
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Mathematics Instruction,Foreign Countries,Cross Cultural Studies,Mathematics,Mathematics Tests,Problem Solving,Grade 5,Word Problems (Mathematics)

This paper identifies the strategies Singaporean and Australian students (n = 1,187) employed to solve a 24-item mathematics test. A mathematics-processing framework is proposed, which describes the way primary-aged students successfully process graphic and non-graphic mathematics tasks. There were distinct differences in the way in which the students from the respective countries approached the tasks with the Singaporean students more likely to employ strategies that were explicitly taught and practiced in the classroom, whereas the Australian students tended to employ a more diverse range of approaches.
Mathematics Education: Is There an App for That?
Author: Larkin, Kevin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Computer Oriented Programs,Mathematics Education,Teaching Methods,Qualitative Research,Statistical Analysis,Elementary School Mathematics,Foreign Countries

Applications (apps) for hand-held devices, such as IPads and smart phones, are in great supply. Many of these focus on mathematics. A recent search revealed more than 4,000 apps for mathematics education. The ease of access and the fact that they are generally low cost, often free, means that they are readily available to the general population but this raises questions as to their quality and what is being learned through the use of these apps. Using two quantitative measures and one qualitative measure, this article evaluates 142 apps which met initial search criteria, and recommends 34 mathematics apps for further evaluation and trial with primary school teachers and students.
Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and Reducing Anxiety of Pre-Service Teachers Studying a Mathematics Education Course Online
Author: Larkin, Kevin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Online Courses,Mathematics Education,Methods Courses,Preservice Teacher Education,Preservice Teachers,Educational Technology,Technology Uses in Education,Theories,Anxiety,Knowledge Level,Instructional Design,Pedagogical Content Knowledge,Student Attitudes,Coding,Evaluation,Foreign Countries

This paper describes the use of transactional distance theory (TDT) as a conceptual framework to underpin the design and delivery of a fully online first-year mathematics education methods course to pre-service teachers. It identifies key issues evident in the mathematical literature concerning mathematics education in general and pre-service teacher mathematics education in particular. It describes the use of a course design process based on data collection and reflection, course redesign, and implementation of design changes in a cyclical process to achieve course objectives.
Integrating Informal Workplace Learning into the Workflow through the Development of Performance Support Tools
Author: Caruso, Shirley J.
Date: 2009-10-21
Type: Speeches/Meeting Papers
Subjects: Informal Education,Workplace Learning,Integrated Curriculum,Correlation,Human Resources,Incidental Learning,Socialization,Task Analysis,Performance,Adult Education

This paper imparts the value of recognizing, embracing, integrating, and supporting informal workplace learning. The author uses research as well as her undergraduate and graduate studies in the field of Human Resource Development (HRD) and professional career experiences as a construction project manager to make a correlation between informal learning experiences in the workplace and the need for developing performance support tools to recognize the significance of and support the education that takes place in a setting rarely prepared to cultivate learning. Findings indicate a need for organizations to work hand-in-hand with HRD professionals to adopt methods to combine formal and informal learning to produce high-performing, knowledgeable business professionals.
From Curriculum to Workplace Requirements: Do They &quot;Match&quot;?
Author: Lomas, Gregor
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Instructional Materials,Numeracy,Thinking Skills,Mathematics Instruction,Mathematics Curriculum,Problem Solving,Mathematical Concepts,Elementary School Mathematics,Secondary School Mathematics,Computation,Workplace Learning

This paper examines correspondences and disjunctions within a national curriculum and between various aspects of its delivery, and how these align with the mathematical needs of the workplace. This is investigated in the context of the New Zealand school mathematics curriculum; the Numeracy Development Project; the senior school assessment regime, and the numeracy requirements of toolmaking. In theory, the numeracy aspects of the various curricula and the workplace should form a logical progression in numeracy. The content was consistent across the various curricula, however, the assessment regime was not particularly congruent with gaining the thorough knowledge (mastery) required for workplace practice.
The Classic Word Problem: The Influence of Direct Teaching
Author: Logan, Tracy
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Cultural Differences,Word Problems (Mathematics),Mathematics Instruction,Teaching Methods,Cross Cultural Studies,Mathematics Tests,Coding,Statistical Analysis,Elementary School Students,Elementary School Mathematics

Australian and Singaporean students have been exposed to different forms of teaching due to cultural differences in education. In each country, varying degrees of importance has been placed on explicitly teaching problem-solving heuristics. This paper highlights the different strategies employed by students from each country when solving a word problem and the role direct teaching has played in the development of these strategies. Implications for classroom practice are also discussed.
Tuition and Fees at Virginia's State-Supported Colleges and Universities, 2015-16
Author: Zheng, Yan
Date: 2015-07-31
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,State Colleges,State Universities,Student Costs,State Aid,Educational Finance,Taxes,In State Students,Undergraduate Students,Out of State Students,Graduate Students,Educational Trends,Budgets,Economic Climate,Comparative Analysis

Analysis of tuition and fees at public colleges and universities in Virginia must include a discussion of the funding received from the General Assembly. The period covered by this report represents a particularly complicated scenario that impacted not just higher education but all entities that receive general fund tax dollars in Virginia. The first goal of the Virginia Plan for Higher Education, the statewide strategic plan for higher education recently developed by the State Council of Higher Education for Virginia (SCHEV) and endorsed by the legislature, is to provide affordable higher-education access for all. The alignment of state appropriations, financial aid and tuition and fees will be critical to achieving this goal. This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) board-approved tuition and fee increases for the 2015-16 academic year; (2) tuition and fee trends in Virginia over the past 25 years; (3) the cost-sharing relationship between the state and students; and (4) trends in tuition increases nationally. The appendices provide comparisons of changes in tuition and fees for student groups including in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional, and out-of-state first professional. The following are appended: (1) Tuition Policy; (2) 2015-16 Full-Time In-State Undergraduate Student Charges; (3) Full-Time Undergraduate Mandatory Non-Educational and General Fees; (4) 2014-16 Full-Time In-State Undergraduate Student Charges; (5) 2014-16 Full-Time Out-of-State Undergraduate Student Charges; (6) 2014-16 Full-Time In-State Graduate Student Charges; (7) 2014-16 Full-Time Out-of-State Graduate Student Charges; (8) 2014-16 In-State First Professional Student Charges; (9) 2014-16 Out-of-State First Professional Student Charges; (10) In-State Undergraduate Tuition and Total Mandatory Fees in Selected States (Public Doctoral/Research Universities); (11) In-State Undergraduate Tuition and Total Mandatory Fees in Selected States (Public Comprehensive Colleges and Universities); and (12) In-State Undergraduate Tuition and Total Mandatory Fees in Selected States (Public Two-Year Colleges).
Chronic Absenteeism in Tennessee's Early Grades
Author: Attridge, Jonathon
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Attendance,Elementary School Students,Primary Education,Academic Achievement,Average Daily Attendance,Economically Disadvantaged,Disabilities,Identification,Kindergarten,Grade 1,Grade 2,Grade 3

Although the average daily attendance rate for Tennessee students is 95 percent, almost 45,000, or 10 percent, of Tennessee K-3 students missed at least a month's worth of school days during the 2014-15 school year. These &quot;chronically absent&quot; students present a particular problem for schools that are charged with developing foundational literacy and numeracy skills, as missing so many days means an uphill battle to help students regain lost ground. Chronic absenteeism is a challenge faced by most Tennessee schools. In fact, the vast majority of the approximately 900 elementary schools in Tennessee have at least 5 percent chronically absent students. This report details the landscape of chronic absenteeism in the early grades of Tennessee public schools by documenting which students are most likely to be chronically absent and how chronic absenteeism relates to student achievement. Key findings include the following: (1) Almost all elementary schools serve chronically absent students, even schools with the highest average daily attendance rates; (2) Chronic absenteeism is particularly prevalent for economically disadvantaged students. Economically disadvantaged students are three times more likely to be chronically absent in elementary schools than their non-economically disadvantaged peers; (3) On average, by the end of third grade, a student who is chronically absent in kindergarten misses 80 days of school, while a student who is not chronically absent misses 30 days of school. This 50-day gap means that a chronically absent student misses more than a quarter of a school year more than his or her non-chronically absent peers over those first four years in public school--making it more difficult to help these students reach proficiency in the classroom; and (4) A student who is chronically absent in third grade is significantly less likely to be reading on grade level (as measured by the TCAP English language arts exam) than a demographically similar peer who is not chronically absent. The department hopes to shed light on this problem and provide information on identifying chronically absent students in order to target support and empower districts to address this critical challenge. Contains a section of available resources. [This report was written with support from the Research and Strategy Team in the Tennessee Department of Education's Division of Data and Research: Mary Batiwalla, Laura Booker, Lacey Hartigan, Nate Schwartz, and Zac Stone.]
Setting the Foundation: A Report on Elementary Grades Reading in Tennessee
Author: Tennessee Department of Education
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Reading Instruction,Reading Difficulties,Educational Improvement,Literacy Education,Decoding (Reading),Reading Comprehension,Individualized Instruction,Response to Intervention,Reading Achievement

Reading is more than just decoding the letters on a page--although that is critically important. It is drawing meaning from text and making connections to the outside world. These are the critical thinking skills that determine success both in and outside the classroom. In past years, far too many of Tennessee's students have passed through elementary school without acquiring this strong foundation--strong decoding skills coupled with deep comprehension--and have been met with escalating challenges as they move from grade to grade. This report incorporates a series of studies and data analyses conducted over the past year by and for the Tennessee Department of Education to understand the challenges they face. Across classrooms, they find committed and knowledgeable educators who are pushing students forward. Yet each year, despite their collective efforts, at least half of Tennessee's students complete third grade without becoming readers. To change this cycle, they must first ensure students do not fall behind during early elementary school and second, they must improve at helping those students who are struggling. To get to this point, the Department provides four recommendations tied to new state initiatives that will be critical in building more readers across Tennessee and reaching their Read to be Ready goal of 75 percent of third graders proficient in reading by 2025. [For an appendix to this report, see ED572953. This report was written by the Tennessee Department of Education's Office of Research and Strategy and designed by Brad Walker.]