ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth. Executive Summary. NCEE 2017-4017
Author: Lipscomb, Stephen
Date: 2017-03-00
Type: Reports - Research
Subjects: Disabilities,Transitional Programs,Longitudinal Studies,Special Education,Individualized Education Programs,Parent Attitudes,Student Attitudes,Student Experience,Federal Legislation,Educational Legislation,Equal Education,Secondary School Students,Surveys,Student Characteristics,Institutional Characteristics,Barriers,Physical Health,Physical Disabilities,Learner Engagement,Peer Relationship,Academic Support Services,Interviews,Low Income Groups,Racial Differences,Parent Background,Educational Attainment,Marital Status,Daily Living Skills,Academic Ability,Discipline,Extracurricular Activities,Friendship,Postsecondary Education,College Entrance Examinations,Employment Level,Independent Living,Gender Differences,Communication Skills

The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are students who represent each of 12 disability categories recognized by the Individuals with Disabilities Education Act (IDEA) 2004. Among the youth without an IEP are students who represent those with no identified disability and those who receive disability accommodations through Section 504 of the Rehabilitation Act (but not IDEA special education services). The study surveyed youth and their parents in 2012 or 2013 when the vast majority (97 percent) of the former were 13 to 21 years old. It spans multiple ages and grades to provide a broad view of students' school experiences at a point in time. This volume focuses on youth with and without an IEP who were enrolled in school in the year they were surveyed. The analysis uses data from 11,853 parent surveys and 10,144 youth surveys, and excludes more than 1,000 youth who were no longer enrolled in school in the year in which they were surveyed. The findings are based on comparisons of averages for all youth with an IEP and three groups of youth without an IEP, namely all youth without an IEP, those with a 504 plan but no IEP, and those with neither a 504 plan nor an IEP. Differences that are statistically significant (not due to chance) and at least 5 percentage points are highlighted to call attention to those that are substantive and policy relevant. The volume addresses the following five research questions: (1) What are the background characteristics of youth and the schools they attend?; (2) What challenges do youth face relating to health, functional abilities, and independence?; (3) How engaged are youth in school and with friends?; (4) What academic supports do youth receive?; and (5) How are youth preparing for life after high school? [For the Full Report, see ED573339.]
National Longitudinal Transition Study 2012: Design Documentation. NCEE 2017-4021
Author: Burghardt, John
Date: 2017-03-00
Type: Reports - Research
Subjects: Longitudinal Studies,Disabilities,Transitional Programs,Special Education,Individualized Education Programs,Parent Attitudes,Student Attitudes,Student Experience,Federal Legislation,Educational Legislation,Equal Education,Secondary School Students,Surveys,Student Characteristics,Institutional Characteristics,Barriers,Physical Health,Physical Disabilities,Learner Engagement,Peer Relationship,Academic Support Services,Interviews,Low Income Groups,Racial Differences,Parent Background,Educational Attainment,Marital Status,Daily Living Skills,Academic Ability,Discipline,Extracurricular Activities,Friendship,Postsecondary Education,College Entrance Examinations,Employment Level,Independent Living,Gender Differences,Communication Skills,Intellectual Disability,Emotional Disturbances,Disadvantaged Youth,Socioeconomic Status,Multiple Disabilities,Deaf Blind,Hearing Impairments,Learning Disabilities,Speech Impairments,Language Impairments,Head Injuries,Brain,Visual Impairments

The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with disabilities can be eligible to receive special education and related services through an individualized education program (IEP). The NLTS studies have used survey and administrative data to describe the backgrounds of youth with an IEP and their functional abilities, activities in school and with friends, academic supports received from schools and parents, and preparation for life after high school. The NLTS 2012 was designed to address three sets of questions about youth with an IEP and their experiences, comparing different groups of youth. This design documentation describes how the NLTS 2012 data were constructed and prepared for analyses. Specifically, it provides information on the NLTS 2012 sample design, the data collection instruments and procedures, and the preparation of the data and analytic weights. It also includes findings from analyses of the potential for nonresponse bias. This report does not cover the ways the NLTS 2012 data were reweighted and combined with data from the NLTS and the NLTS 2 to examine trends for youth with an IEP. The Volume 3 report provides this information, including more detail on steps to make analytic variables and samples comparable, response rates across the studies, and weighting adjustments. Appendices include: (1) The Parent Survey Instrument; (2) The Youth Survey Instrument; (3) Skip Logic Errors in the Surveys; (4) Supplemental Tables of Standard Errors and Design Effects; (5) Supplemental Tables for the Unit-Level Nonresponse Bias Analysis; and (6) Supplemental Tables for the Item-Level Nonresponse Bias Analysis.
Steps in Developing a Quality Whole Number Place Value Assessment for Years 3-6: Unmasking the &quot;Experts&quot;
Author: Rogers, Angela
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Numbers,Number Concepts,Grade 2,Grade 3,Grade 4,Grade 5,Mathematics Instruction,Expertise,Elementary School Students,Arithmetic,Foreign Countries,Misconceptions,Elementary School Mathematics

Upper primary school students' difficulties with decimal place value are widely recognised due largely to the availability of assessment tools that accurately identify students' misconceptions in this domain. Yet, many students' decimal difficulties seem to stem from a lack of understanding of whole number place value for which there are few, if any, comprehensive assessment tools at the upper primary school level. The inevitable result of this is that teachers tend to assume upper primary students have a deeper understanding of place value than is often the case and limit their teaching to fairly routine tasks that do not expose student misconceptions. This paper describes the derivation of a research-based, multi-dimensional Hypothetical Learning Trajectory for whole number place value. It explains the process involved in identifying the key aspects of place value and includes indicative examples of the assessment items used to evaluate this.
Diffusion of the Mathematics Practical Paradigm in the Teaching of Problem Solving: Theory and Praxis
Author: Quek, Khiok Seng
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Mathematics Education,Mathematics Curriculum,Mathematics Achievement,Achievement Tests,Foreign Countries,Educational Innovation,Models

In this paper, we discuss the diffusion (of an innovation) and relate it to our attempt to spread our initial design of a mathematics practical paradigm in the teaching of problem solving.
Laying the Theoretical and Practical Foundations for a New Elementary English Curriculum in Turkey: A Procedural Analysis
Author: Kirkgöz, Yasemin
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,English Curriculum,FLES,English (Second Language),Curriculum Design,Curriculum Development,National Curriculum

New educational curricula are regularly put into practice worldwide; and the issues related to curriculum design are frequently discussed from a pedagogical perspective. However, the processes involved in preparing a statewide English as a foreign language (EFL) curriculum are rarely elaborated from an inside view. As the experiences of program designers may provide insight on meeting the challenges of diverse teaching contexts, this article systematically describes the procedures that took place in preparing an elementary EFL curriculum for Turkish state schools, focusing on the political, pedagogical and contextual factors affecting the implementation. Suggestions and guidelines are offered on the basis of insights arising from the process.
Visual Routines Are Associated with Specific Graph Interpretations
Author: Michal, Audrey L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graphs,Cognitive Processes,Eye Movements,STEM Education,Reaction Time,Interference (Learning),Evaluative Thinking,Accuracy

We argue that people compare values in graphs with a &quot;visual routine&quot;--attending to data values in an ordered pattern over time. Do these visual routines exist to manage capacity limitations in how many values can be encoded at once, or do they actually affect the relations that are extracted? We measured eye movements while people judged configurations of a two-bar graph based on size only (&quot;[short tall] or [tall short]?&quot;) and contrast only (&quot;[light dark] or [dark light]?&quot;). Participants exhibited visual routines in which they systematically attended to a specific feature (or &quot;anchor point&quot;) in the graph; in the size task, most participants inspected the taller bar first, and in the contrast task, most participants attended to the darker bar first. Participants then judged configurations that varied in both size and contrast (e.g., [short-light tall-dark]); however, only one dimension was task-relevant (varied between subjects). During this orthogonal task, participants overwhelmingly relied on the same anchor point used in the single-dimension version, but only for the task-relevant dimension (e.g., taller bar for the size-relevant task). These results suggest that visual routines are associated with specific graph interpretations. Responses were also faster when task-relevant and task-irrelevant anchor points appeared on the same object (congruent) than on different objects (incongruent). This interference from the task-irrelevant dimension suggests that top-down control may be necessary to extract relevant relations from graphs. The effect of visual routines on graph comprehension has implications for both science, technology, engineering, and mathematics pedagogy and graph design.
A Study of Anatolian High Schools' 9th Grade English Language Curriculum in Relation to the CEFR
Author: Zorba, M. Galip
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Grade 9,Second Language Instruction,English (Second Language),Guidelines,Secondary School Curriculum,Content Analysis,Comparative Analysis,Language Skills,Check Lists,Alignment (Education),Modern Language Curriculum,Linguistic Competence,Qualitative Research,Multilingualism,Intercultural Communication

The aim of this study is to understand the main principles of the CEFR and to what extent Anatolian High Schools' 9th grade EFL curriculum meet the principles advocated in that document. Hence, document analysis was used as a method to seek answers to the research questions set by a comparative analysis of the CEFR and Anatolian High Schools' 9thgrade EFL curriculum. As a result of this process, the most prominent principles of the CEFR were determined. During the analysis, these principles were compared with the curriculum. Then, the gains of the curriculum for the five language skills were analyzed through a checklist whose items came from the A2 level descriptors. The results showed that the curriculum embraces 7 out of 9 principles of the CEFR although some remain in the background. Besides, the analysis of the gains for the five language skills showed that there is an unequal distribution in the gains for the five skills.
Quality Issues and Trends in Teacher Education: Perspectives and Concerns
Author: V., Asha J.
Date: 2016-10-24
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Quality,Educational Trends,Teacher Education,Educational Policy,Teacher Effectiveness,Curriculum Development,Quality Assurance,Educational Objectives,Theory Practice Relationship,Practicums,Internship Programs,Commercialization

The diversity in educational contexts found in India should be viewed as a valuable feature and as a unique challenge. In an era of greater globalization and educational standardization, of policy borrowing and of international comparisons of achievement, there is a high demand and need to respect context and to appreciate how countries with different traditions and resources deal with the challenges of teacher education. For example, Indian cultural traditions have much to say about the virtues needed of teachers and the roles teachers played in developing its age old rich heritage. Reports say that Singapore seeks to draw upon its links to Asian traditions while it simultaneously appropriates ideas from Anglo-Saxon and continental traditions. This is not simply a matter of ensuring representation but a unique and distinct way of integrating traditions within which education and pedagogic systems are embedded that can provide valuable insights. Both researchers and policy makers want the same thing--high quality teachers. Both want evidence of what is likely to work best. While the practice is to rely on the best available evidence and scholarship, it is equally important to clearly set out some propositions to guide policy choices. The balance has been difficult to achieve; however, it is hoped that it could be achieved to a reasonable extent. In the context of curriculum revisions happened in the country as per NCTE [National Council of Teacher Education] norms, the present paper tries to find out whether the new direction tries to chisel out a workable quality assured teacher preparation scenario in the country.
Science Technology and Engineering Teachers' Emotional Intelligence vis-à-vis Classroom Management
Author: Llego, Jordan Hiso
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Science Teachers,Emotional Intelligence,Classroom Techniques,Correlation,Teacher Surveys,Secondary School Teachers,Intelligence Tests,Scores,Hypothesis Testing,Interpersonal Competence

This study aimed to determine the relationship of emotional intelligence of science STE teachers' with their classroom management. This study used descriptive-correlational using survey questionnaire with total population sampling who are offering Science, Technology and Engineering curriculum in Region 1, Philippines with 113 respondents. Point-biserial was used to look at the relationship of the variables. The result was there is no significant relationship between science STE teachers EI and their classroom management. The following conclusion is drawn: Science STE teachers' classroom management approach is not affected by their EI and vice versa.
Trialling a Professional Statistical Literacy Hierarchy for Teachers
Author: Pierce, Robyn
Date: 2012-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Skills,Teacher Competencies,Foreign Countries,Statistical Analysis,Questionnaires,Focus Groups,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Knowledge Base for Teaching

Teachers now require high levels of statistical literacy in order to take advantage of the many statistical reports analysing assessment data that are provided by system authorities. In this report 16 items from the Attitudes and Statistical Literacy Instrument (ASLI) are used with 704 teachers to provide a hierarchical scale of teacher ability to interpret these assessment data. Using Rasch analysis, three levels of ability are identified, related to reading values, comparing values, and analysing a data set. Implications are drawn for professional learning for teachers and for further research. [This research received additional funding from the Victorian Curriculum and Assessment Authority (VCAA) and the Department of Education and Early Childhood Development (DEECD) (renamed the Department of Education and Training (DET) in 2015).]
Identity and Ethnomathematics Projects in Papua New Guinea
Author: Owens, Kay
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Populations,Minority Group Students,Culturally Relevant Education,Mathematics Instruction,Cultural Influences,Preservice Teachers,Student Projects,Professional Identity,Social Influences,Documentation,Content Analysis

Indigenous students may find mathematics in schools difficult because there is discontinuity between cultural mathematics and school mathematics. One of the reasons for this is that their teacher's identity as a mathematical thinker may not link to their cultural ways of thinking. In Papua New Guinea, there is a subject to assist student teachers to develop their own and hence their students' consonance between cultural and school knowledge. In the subject, student teachers undertake a project to link culture and mathematics. The question for this research is to explore how student-teacher identity as a mathematical thinker is enhanced when they explore the cultural setting of their mathematics. From 239 reports collected over a 10 year period, 60 were analysed to explore the impact of sociocultural contexts on identity as a mathematical thinker. The document analysis informed the argument that such projects encourage teachers to express both culture and school mathematics and to identify with their cultural mathematical ways of thinking and to value these in school education.
Are Online Quizzes an Effective Tool for Mastering Basic Algebra?
Author: Read, Wayne
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Tests,College Freshmen,College Mathematics,Evaluation Methods,Computer Assisted Testing,Statistical Analysis,Foreign Countries

On-line quizzes are used to help first year University Mathematics students identify weaknesses in their basic skills and improve them. Quizzes developed as a formative tool have been utilised at JCU [James Cook University] for eight years. However, before this research no-one has questioned the effectiveness of quizzes for this task. We present a description of the quizzes used in a core first year Mathematics subject at JCU and provide a statistical overview of their usage and efficacy for the intended task.
Recent Developments in Special Education/Inclusion, January 2013. BCTF Research Report. RR2013-01
Author: Naylor, Charlie
Date: 2013-01-00
Type: Reports - Research
Subjects: Special Education,Inclusion,Special Needs Students,Court Litigation,Individualized Education Programs,Foreign Countries,School Districts,Access to Education,Response to Intervention,Pilot Projects,Elementary Secondary Education,Public Education,Disability Discrimination,Learning Disabilities,Research Reports

Several recent documents and presentations, most but not all from the British Columbia (BC) Ministry of Education, suggest that considerable changes are being floated as options for redesigning inclusive educational approaches in the BC K-12 public education system. The documents include: (1) &quot;The BC Education Plan&quot;; (2) &quot;Global Education Leaders' Program (GELP) Case Study: Developing an Education System for the 21st Century--British Columbia, Canada&quot;; (3) &quot;Considerations for the Future of Special Education in BC&quot; (BC Ministry of Education Powerpoint presentation to the Family Focus conference, October 2012); and (4) &quot;Future Directions for Support Services: Pilots and Other Projects that Flow out of 'The Plan.'&quot; In addition, one legal decision (the Jeffrey Moore case) may impact the provision of Special Education Services, and the disbursement of the Learning Improvement Fund (LIF) will impact staffing and, in some districts, professional development spending and provision. This paper looks at each of the above documents in turn, while also considering the Moore case and the LIF funding.
Attendance Management in BC's K-12 Public Education System. BCTF Research Report. RR2016-01
Author: Naylor, Charlie
Date: 2016-01-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Secondary Education,Public Education,Teacher Attendance,Wellness,Occupational Safety and Health,Costs,Arbitration,Court Litigation,Teacher Characteristics,Gender Differences,Age Differences,Mental Health,Public School Teachers

Every British Columbia (BC) school district has been mandated and funded to initiate attendance management programs. Three &quot;advisory&quot; and seven &quot;pilot&quot; school districts have been announced. While the issue is evolving, this paper provides some background, research, and details about the current proposals for attendance management in BC. The rationale for introducing attendance management hinges on two claims: (1) Attendance management will save BC's public education system considerable amounts of money by reducing teachers' absences from work and therefore lower the costs of providing teachers teaching on call (TTOC); and (2) BC teachers take more time off work than do teachers in other provinces. This report discusses these claims and argues that the BC Public School Employers' Association (BCPSEA) has launched the attendance management initiative (with an initial expenditure of $3,700,000) with claims, but without evidence that long-term costs will be reduced, and by making claims about teacher absences that appear unsubstantiated and not based on the sources referenced. The following are appended: (1) Summary of Recommendations of the Service Delivery Project--Report of the Attendance Support, Wellness and Occupational Safety Working Group; (2) Attendance Support and Wellness Grant Allocation by School District; and (3) Work Absence: Critique of the Cost Estimates in &quot;Service Delivery Project Phase 1 Report.&quot;
Strategies Used by Students to Compare Two Data Sets
Author: Reaburn, Robyn
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Comparative Analysis,Mathematics Instruction,College Mathematics,College Students,Arithmetic,Computation,Data,Numbers,Foreign Countries

One of the common tasks of inferential statistics is to compare two data sets. Long before formal statistical procedures, however, students can be encouraged to make comparisons between data sets and therefore build up intuitive statistical reasoning. Such tasks also give meaning to the data collection students may do. This study describes the answers given by beginning university students to tasks involving comparing data sets in graphical form, originally designed for students between Grades 3 to 9. The results show that whereas all the students had successfully completed either pre-tertiary mathematics or a bridging mathematics course many had similar difficulties to students of a younger age. In particular, they did not use a measure of centre or proportional reasoning when appropriate.