ethanporcaro/eric-fulltext-meta huggingface dataset:
Three Facets of Equity in Steffe&apos;s Research Programs
Author: Tillema, Erik
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Research Projects,Research Committees,Teacher Associations,Teacher Researchers,Mathematics Teachers,Equal Education,Social Justice,Research Needs,Learning Theories,Access to Education,Mathematics Achievement,Mathematics Activities,Agenda Setting

The [National Council of Teachers of Mathematics] NCTM research committee made a recent, urgent call for mathematics education researchers to &quot;examine and deeply reflect on our research practices through an equity lens.&quot; With this in mind, we use this paper to reflect on the ways in which Steffe's work has contributed to three facets of equity. We also suggest opportunities for researchers working within this framework to deepen their commitments to issues of equity. [For complete proceedings, see ED581294.]
Crossroad Blues
Author: Sinclair, Nathalie
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Research,Technology Uses in Education,Conferences (Gatherings),Figurative Language,Educational Practices,Access to Education,Equal Education,Barriers,Research Problems,Electronic Publishing,Learning Theories,Educational Trends

In this paper I take up the questions posed by the conference organisers with respect to what we have learned and where we are going in technology-based research in mathematics education research. I begin by troubling the metaphors of crossroads and intersections and argue--through a wide range of considerations in relation to past research, to theory development, to teaching practices, to assessment and curriculum design and to concerns around access and equity--that there may be more fruitful metaphors for understanding our past and imagining our future. [For complete proceedings, see ED581294.]
Taking the Guesswork out of Locating Evidence-Based Mathematics Practices for Diverse Learners
Author: Hughes, Elizabeth M.
Date: 2016-00-00
Type: Reports - Research
Subjects: Evidence Based Practice,Educational Practices,Special Needs Students,Intervention,Educational Strategies,Program Effectiveness,Program Evaluation,Information Sources,Student Needs,Best Practices,Mathematics Education

Approximately 5 to 7% of school-age students have a learning disability related to mathematics (Shalev, Auerbach, Manor, &amp; Gross-Tsur, 2000), but the percentage of students who experience mathematics difficulty is much greater. For example, results from the 2015 National Assessment of Educational Progress (NAEP; National Center for Education Statistics, 2015) indicate 60% of fourth-grade students and 67% of eighth-grade student performed at or below a basic level of proficiency in mathematics. For students with disabilities, the percentage of students below a basic level of performance in mathematics was even greater, with 80% of fourth-grade students at or below basic levels of proficiency and 92% of eighth-grade students at or below basic, indicating lack of proficiency in mathematics. Yet, research documents that effective instruction can reduce the likelihood that a student will be identified as having a mathematics difficulty or disability (MD; e.g., Compton, Fuchs, Paulsen, Bryant, &amp; Hamlett, 2005). [This study was published in &quot;Learning Disabilities Research and Practice&quot; v31 n3 p130-141 Aug 2016 (EJ1108480)].
Digital Technologies in Mathematics Classrooms: Barriers, Lessons and Focus on Teachers
Author: Sacristán, Ana Isabel
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Faculty Development,Barriers,Educational Technology,Technology,Technology Integration,Foreign Countries,Teacher Education,Technological Literacy,Educational Policy,Program Descriptions,Elementary Secondary Education

In this paper, drawing from data from several experiences and studies in which I have been involved in Mexico, I reflect on the constraints and inertia of classroom cultures, and the barriers to successful, meaningful and transformative technology integration in mathematics classroom. I focus on teachers as key players for this integration, calling for more teacher involvement in both professional development, and as co-constructors and collaborators in the design of technological implementations and resources. [For complete proceedings, see ED581294.]
Impact of Thematic Approach on Communication Skill in Preschool
Author: Ashokan, Varun
Date: 2016-00-00
Type: Journal Articles
Subjects: Communication Skills,Preschool Education,Preschool Children,Thematic Approach,Instructional Effectiveness,Pretests Posttests,Experimental Groups,Control Groups,Statistical Analysis,Foreign Countries,Conventional Instruction

The study investigated the effects of thematic approach on communication skills for preschool children. The study was a quasi experimental non-equivalent pretest-post-test control group design whereby 5-6 year old preschool children (n = 49) were randomly assigned to an experimental and a control group. The experimental group students were exposed with thematic approach of teaching and the control group with the traditional approach of teaching. Comprehensive Communication Assessment 5-6 yr (CCA) was used to measure the communication skill of UKG children. Analysis of covariance (ANCOVA) was used to analyze the data. The results reveal that there was a significant difference between the thematic approach group and the traditional skill approach group students on post test score (F (1, 46) = 7.959, p &lt; 0.05). The findings of this study suggested the importance of thematic approach to improve communication skills in early preschools.
A Framework to Guide the Development of a Teaching Mathematics with Technology Massive Open Online Course for Educators (MOOC-Ed)
Author: Hollebrands, Karen F.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Mathematics Instruction,Teacher Educators,Technology Uses in Education,Guidelines,Influence of Technology,Fidelity,Mathematics Teachers,Instructional Design,Decision Making,Teacher Education

Mathematics teacher educators face a challenge of preparing teachers to use technology that is rapidly changing and easily available. Teachers have access to thousands of digital tools to use with students and need guidance about how to critically choose and use tools to support students' mathematics learning. Research provides guidance to teachers about what features to look for in a technology tool and suggestions are offered about how mathematics teacher educators and researchers can support teachers in using technology to teach mathematics. [For complete proceedings, see ED581294.]
Naturalistic Instructional Approaches in Early Learning: A Systematic Review
Author: Snyder, Patricia A.
Date: 2015-03-00
Type: Information Analyses
Subjects: Teaching Methods,Disabilities,Preschool Children,Preschool Education,Literature Reviews,Educational Research,Vocabulary,Participant Characteristics,Outcomes of Education,Intervention,Inclusion

Naturalistic instructional approaches are used to provide intentional and systematic instruction to young children with disabilities during typically occurring activities. Several naturalistic instructional approaches have been described in the extant literature, although different terms have been used to refer to these approaches (e.g., activity-based intervention, embedded instruction). The purpose of this systematic review was to identify, examine, and summarize the empirical literature focused on naturalistic instructional approaches for preschool children with disabilities when instruction was delivered in classroom settings. Forty-three studies that met established inclusion criteria were reviewed and coded using systematic procedures. Studies were coded to permit within- and across-approach comparisons as well as with respect to quality indicators for study design features and relationships to reported outcomes. Findings suggest a need to specify clearly the contextual and procedural components of naturalistic instructional approaches to advance understanding about this evidence-based practice and the functional relationships between implementation of the approaches and child learning outcomes.
Academic and Administrative Audit: A Parameter of Quality Education
Author: Nitonde, Rohidas
Date: 2015-08-00
Type: Journal Articles
Subjects: Audits (Verification),Educational Quality,Higher Education,Academic Standards,Educational Objectives,Quality Assurance,Benchmarking,Self Evaluation (Groups),Foreign Countries,Developing Nations

Academic and Administrative Audit (AAA) is a system to control and maintain high standards in the field of Higher Education. It is playing vital role in providing quality education to the learners all over the world. In addition to the developed countries, even the developing as well as underdeveloped countries, are now-a-days coming forward in opting the AAA. It is a continuous process of self-introspection for the better growth of the institution. The present paper proposes to focus on the role and significance of AAA in the present day globalized Indian academia.
Identifying Nonacademic Behaviors Associated with Post-School Employment and Education
Author: McConnell, Amber E.
Date: 2012-12-00
Type: Journal Articles
Subjects: Correlation,Disabilities,Education Work Relationship,Educational Legislation,Employment,Goal Orientation,High School Students,Literature Reviews,Persistence,Qualitative Research,Resources,Self Advocacy,Special Education,Statistical Analysis,Student Behavior,Transitional Programs,Equal Education,Federal Legislation

The researchers conducted an analysis of the secondary transition qualitative and quantitative research literature to build comprehensive constructs and lists of student nonacademic behaviors associated with post-high school employment and education. From a pool of 83 initial quantitative and qualitative studies, 35 met the inclusion criteria, and the analysis of these yielded 10 constructs of student nonacademic behaviors associated with post-school education and employment for high school students with mild to moderate disabilities. The constructs are presented along with lists of representative behaviors, implications for their use are discussed, and the next steps in building a new transition assessment using these constructs and behaviors are described. [This paper was published in &quot;Career Development and Transition for Exceptional Individuals,&quot; (EJ1034101).]
Indicators of Postsecondary Employment and Education for Youth with Disabilities in Relation to GPA and General Education
Author: McConnell, Amber E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Persistence,Adolescents,Disabilities,Employment Level,Family Involvement,Goal Orientation,Grade Point Average,Inclusion,Postsecondary Education,Predictor Variables,Regular and Special Education Relationship,Scores,Secondary Education,Secondary School Students,Special Education Teachers,Student Characteristics,Transitional Programs,Young Adults

This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants included 1,219 individuals from 49 school districts, across nine states. Analysis of Pearson product-moment correlation coefficients indicated weak to no relations among variables with the exception of persistence and core GPA. Neither student GPA nor time in the general education setting accounted for meaningful variance in TAGG scores, suggesting the TAGG measures behaviors different from GPA and educational placement. Only scores provided by educators yielded a moderate correlation between core GPA and the construct of persistence. Implications for practice and future research needed are discussed. [This paper was published in &quot;Remedial and Special Education,&quot; (EJ1079394).]
Charter Schools and the Road to College Readiness: The Effects on College Preparation, Attendance and Choice. Understanding Boston
Author: Angrist, Joshua D.
Date: 2013-05-00
Type: Reports - Research
Subjects: Charter Schools,College Readiness,College Preparation,Attendance,College Choice,State Legislation,Educational Legislation,Educational Change,Outcomes of Education,High School Graduates,Graduation Rate,State Standards,Scholarship,Advanced Placement,College Entrance Examinations,Scores,Enrollment,Accountability,High Stakes Tests,Test Preparation,Educational Assessment,Benchmarking,Special Education,Statistical Analysis

The Massachusetts Education Reform Act of 1993 set in motion a series of major new initiatives to equalize funding across the Commonwealth, improve the quality of teaching, and strengthen accountability for school performance. Among other important innovations, MERA established the Massachusetts Comprehensive Assessment System (MCAS) to inform curriculum and instruction and evaluate the performance of students, schools and districts. Also as part of the Act, the first charter schools were permitted to open in Massachusetts. This new report assesses the effect of Boston's charter high schools on student outcomes beyond MCAS test scores. The authors focus on outcomes that are either essential for or facilitate post-secondary schooling: high school graduation, the attainment of state competency thresholds, college scholarship qualification, Advanced Placement (AP) and SAT scores, college enrollment and college choice. These new results address an important critique of the research linking school performance with MCAS: as part of their effort to meet accountability standards, schools may feel pressure to &quot;teach to the test&quot; and to focus on students who are most likely to contribute to score gains. By contrast, in addition to their intrinsic significance, most of the outcomes examined here are not part of the state's high-stakes accountability system, and therefore not subject to the same risk of strategic test preparation.
A Philippine Rural School&apos;s Organizational Climate, Teachers&apos; Performance, and Management Competencies
Author: Dalanon, Junhel
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Organizational Climate,Educational Environment,Teacher Effectiveness,School Administration,Competence,Elementary Secondary Education,Private Schools,Focus Groups,Program Evaluation,School Effectiveness,Content Analysis,Teamwork,Academic Rank (Professional),Gender Differences,Teacher Characteristics,Age Differences,Integrity,Interpersonal Competence,Educational Research,Rural Education,Principals,Questionnaires,Interviews,Elementary School Teachers,Secondary School Teachers,Statistical Analysis

This 2016 cross-sectional inquiry used quantitative and thematic content analysis to determine the organizational climate (OC) with empirical and theoretical relation to the teachers' performance (TP) and management competencies (MC) of a rural, K-12, private school in the Philippines. Analyses from a focus group discussion (FGD) was done using strengths, weaknesses, opportunities, and threats (SWOT) analysis and a balanced scorecard. The study revealed that the Philippine rural school's level of OC, TP, and their subdomains were high, but MC yielded basic proficiency. Under OC, it was found out that the higher the designated position the greater is the sense of teamwork. High-positioned females that have attained tenure were also found to be more committed. In terms of TP, this study also established between the ability of younger teachers with experience to better handle diverse students, master their pedagogy, do better in planning, assessing, and reporting the learners' outcomes, create better learning environments, and has social regard for learning. Male teachers tend to acknowledge better the management competence in terms of personal integrity and interpersonal effectiveness. The findings of this study are intended to supplement to the dearth of researches in the database of rural education in the Philippines.
Preschool Teachers&apos; Insights about Web-Based Self-Coaching versus On-Site Expert Coaching
Author: Shannon, Darbianne
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Web Based Instruction,Coaching (Performance),Expertise,Conventional Instruction,Faculty Development,Training Methods,Teacher Attitudes,Participant Satisfaction,Special Education,Teacher Workshops,Prompting,Focus Groups,Active Learning,Fidelity,Program Implementation,Delivery Systems,Intermode Differences,Competency Based Teacher Education,Educational Practices,Barriers,Program Effectiveness,Program Evaluation,Semi Structured Interviews,Disabilities,Grounded Theory,Teacher Competencies

Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and coaching. The PD was designed to support their planning, implementation and evaluation of embedded instruction practices for young children with disabilities. The PD involved: 16.5 hours of workshops distributed across four to six weeks; the provision of job-aids; and 16 weeks of on-site coaching or 16 weeks of prompts to engage in self-coaching using a project-developed website. An interpretivist theoretical perspective of symbolic interactionism using grounded theory methods was adopted to guide the analysis of focus group data obtained from teachers following their participation in the PD. We describe the components of the PD that teachers characterized as effectively transcending the web-based and on-site coaching, the challenges they experienced with embedded instruction implementation and their recommendations for enhancing coaching. Implications are offered for considering individual and environmental factors that influence knowledge acquisition and practice implementation in the classroom and sustaining teacher learning through follow-up implementation support. [This paper was published in &quot;Professional Development in Education&quot; (EJ1054505).]
Bilingual Multicultural Education Annual Report for the School Year 2014-2015
Author: Skandera, Hanna
Date: 2016-02-00
Type: Reports - Research
Subjects: Bilingual Education,Multicultural Education,State Standards,Second Language Learning,Student Participation,School Involvement,School Districts,Participation,Data Collection,Language Proficiency,Academic Achievement,College Readiness,Career Readiness,Standardized Tests,Program Evaluation,Program Effectiveness,Racial Differences,Ethnicity,English (Second Language),Language of Instruction,Spanish Speaking,American Indian Students,American Indian Languages,Accountability,Expenditures,Charter Schools,Costs

The Bilingual Multicultural Education Bureau (BMEB) strives to serve all students participating in BMEPs so that all students achieve the determined program goals as outlined by New Mexico statute and education code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the BMEB's efforts and how these are connected to PED's current initiatives. The BMEB actively works to streamline and provide data that can be used in meaningful and purposeful ways and is committed to improving the quality of data and of reporting. To that aim, the report focuses on these key areas as follows: (1) Collects and reports data on district, school, and student participation; (2) Collects and reports data regarding language proficiency in order to assess progress on BMEP goal 1; (3) Analyzes and reports achievement data based on the Partnership for Assessment of Readiness for College and Careers (PARCC) tests and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, including English ELs, to assess progress on BMEP goal 2; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses these key areas with data for the 2014-2015 school year, providing some longitudinal data for comparison over time. Not all data is uniform, and where this may factor into the interpretation of data results, it is noted.
Engaging &amp; Challenging Gifted Students: The Five OEs
Author: Rankin, Jenny Grant
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Learner Engagement,Talent Identification,Personality Traits,Teaching Methods,Educational Strategies,Student Needs

Though nearly 5 million students can be characterized as gifted and talented in the United States, many exceptional learners &quot;fly under the radar.&quot; Because they are not appropriately challenged in the general classroom, they never meet their full potential--in school or in life. Author Jenny Grant Rankin equips general classroom teachers with the information and strategies they need to spot, advocate for, engage, and challenge exceptional learners in their classrooms. Learn how to: (1) Recognize the challenges of each child; (2) Identify the five unexpected traits of exceptional learners; and (3) Adjust your teaching to meet the needs of all learners. Filled with useful strategies and poignant personal accounts, this book gives you the &quot;meat&quot; of what you need to prevent those students who need to be challenged and engaged from slipping through the cracks. This free online bonus material provides explanations of the five overexcitabilities (OEs)--emotional, imaginational, intellectual, psychomotor, sensual--as well as strategies for working with a GC with a given OE. Note that a GC need not display every characteristic associated with an OE in order to have the OE.