ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Reasoning in the Australian Curriculum: Mathematics
Author: McCluskey, Catherine
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Abstract Reasoning,Thinking Skills,National Curriculum,Mathematics Curriculum,Problem Solving,Mathematical Concepts,Content Analysis,Incidence,Models,Mathematics Education,Comprehension,Teaching Methods,Elementary Secondary Education

The mathematical proficiencies in the &quot;Australian Curriculum: Mathematics&quot; of understanding, problem solving, reasoning, and fluency are intended to be entwined actions that work together to build generalised understandings of mathematical concepts. A content analysis identifying the incidence of key proficiency terms (KPTs) embedded in the content descriptions from Foundation to Year 9 revealed a much lower representation of &quot;actions&quot; relating to the proficiency reasoning than to the other three proficiencies. A generalised model of patterning is proposed to provide an interrelated view of the proficiencies and to further support the development of generalised understandings in mathematics education.
Assessing the Feasibility of Creating a SELF Loan Refinancing Program
Author: Kosir, Marilyn
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,College Students,State Programs,State Aid,Higher Education,Paying for College,Costs,Student Financial Aid,Eligibility,Program Implementation,Barriers

Since the Student Education Loan Fund (SELF) Loan program's inception in 1984, over 250,000 students have received more than $2 billion in SELF Loans to pursue their postsecondary education (Minnesota Office of Higher Education, 2014a). The SELF Loan program provides undergraduate and graduate students with long-term, low-interest educational loans. Unlike most private lenders, SELF Loan interest rates are universal for all students regardless of credit score. As the costs of higher education have increased for students and their families over the past three decades, SELF Loans have played an increasingly important role in providing students with the financial resources needed to pay for their education; however, the SELF program loan limits have failed to keep pace with the cost of college potentially forcing students to choose higher-priced alternatives. Nationally, there appears to be growing demand for student loan refinancing programs, as evidenced by the number of state and private programs that have emerged in recent years. Inherently, a borrower's decision to refinance their student loans signals that their current loans are inadequately serving their needs or there are more favorable options. While student loan refinancing programs can play an important role in improving the financial position of borrowers, it is in the student's best interest to obtain low cost financing while they are enrolled in school rather than waiting to refinance after graduating. This report presents a framework for establishing a SELF Loan Refinancing program and outlines strategic modifications to the existing SELF Loan program to better meet the needs of students and reduce their need to refinance. Specifically, the report presents an overview of other state's loan refinancing programs, outlines characteristics of a proposed Minnesota pilot refinancing program, and discusses challenges to implementing a SELF Loan Refinancing program. Additionally, it provides a summary of the current SELF Loan program and outlines strategies to strengthen the program to more effectively meet student needs. Suggested Changes to the Federal Preferred Lender Law are provided in the appendix.
Identifying and Serving Traditionally Underrepresented Gifted Students: Guidance for Missouri School Districts
Author: Missouri Department of Elementary and Secondary Education
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Talent Identification,School Districts,Disability Identification,Disproportionate Representation,Minority Group Students,Low Income Groups,English Language Learners,Student Placement,Student Needs,Screening Tests,Statistical Analysis,Qualitative Research,Enrichment Activities,Comorbidity

The Missouri Department of Elementary and Secondary Education (DESE), in response to recommendations in the Annual Report of the Advisory Council on the Education of Gifted and Talented Students (2015), has produced this document to provide guidance for school districts to more equitably identify and meet the needs of traditionally underrepresented students (racial/ethnic subgroups, low SES, ELL, twice exceptional) in state approved gifted education programs. This document provides guidance for Missouri districts in developing acceptable pathways for identifying traditionally underrepresented student populations in state approved gifted programs and providing them appropriate services. Enrichment programming for those students that do not meet the qualifying criteria for placement in the state approved gifted program is also proposed. Districts are encouraged to examine all possible alternatives to determine what procedures are the best fit for their specific population of underrepresented students and local circumstances. The following are appended: (1) DESE Definition of Terms; (2) Subgroup Participation Targets in Gifted Programs; and (3) Frequently Used Tests For Identifying Giftedness.
Educating for the Future: Baseline Estimates of Minnesota's Educational Attainment
Author: Fergus, Meredith
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Postsecondary Education,Educational Assessment,Educational Indicators,State Surveys,State Legislation,Accountability,School Statistics,Educational Objectives,Ethnicity,Racial Distribution,Benchmarking,Certification,Achievement Gap,Change Strategies,Data Collection,Labor Needs,Associate Degrees,Annual Reports

In 2015, the Minnesota Legislature enacted legislation setting a target that 70 percent of Minnesota adults age 25 to 44 will have attained a postsecondary certificate or degree by 2025, both for the general population and by racial/ethnic subgroups. This report fulfills the mandated reporting pursuant to Minnesota's educational attainment goal, specifically the techniques utilized to estimate certificate attainment for Minnesotans age 25 to 44 (Minnesota Laws 2015 Chapter 69, Article 3, Section 25). Information included in this report is the combined work of the Minnesota Office of Higher Education (OHE), Minnesota State Demographic Center, Minnesota State Colleges and Universities (MnSCU). This and subsequent reports, as required by the legislation, will include the updates to data and methodology used to establish educational attainment in Minnesota.
Self-Assessment and Oral Performance Ability: The Case of Japanese Learners
Author: Hirasawa, Akiko
Date: 2013-01-00
Type: Reports - Research
Subjects: Oral Language,Pretests Posttests,Check Lists,Vocabulary,Language Usage,Grammar,Pronunciation,Experimental Groups,Control Groups,English (Second Language),Second Language Learning,Second Language Instruction,Student Evaluation,Teacher Attitudes,Language Teachers,Statistical Analysis,Inferences,Alternative Assessment,Formative Evaluation,Foreign Countries,Secondary School Students,Secondary School Teachers,Language Proficiency

The developing discourse which moves assessment away from a measurement model towards one of learner empowerment and the development of assessment for lifelong learning sets the context for this article. The aim was to investigate the effect of self-assessment on foreign language learners' oral performance ability. Twenty EFL students of foreign language institutes in Tokyo participated in the study. They were divided into an experimental group and a control group, based on the results of English oral performance pre-tests. The research instrument consisted of a self- assessment checklist containing subcategories related to the organization of the presentation, content, linguistic factors (vocabulary use, grammatical rules and pronunciation) and interaction with the audience. It was developed as a result of interviewing participants and their teachers and then adapting results based on the results of reviewing available checklists in the literature. The data were collected by the experimental group members' self-assessments of their 6 oral performances and the teacher's assessment of their performances. The obtained data was analyzed using descriptive and inferential methods. Results indicated that participating in self-assessment process had positive effect on learners' oral performance ability.
Interactive Whiteboards for Teaching and Learning Science: Ascertaining Research
Author: Mata, Liliana
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Educational Technology,Interactive Video,Technology Uses in Education,Higher Education,Hypothesis Testing,Mathematics Instruction,Foreign Countries,College Science,Educational Research,Content Analysis

The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the elaboration of an innovative model based on defining the criteria of classification of the research directions in this field. In order to achieve the aim of the study, an ascertained research is employed. The empirical basis of the study consists of content analysis of current research at international level in connection with the components of the innovative model defined in the theoretical part. The findings reveal the current context of educational research focused on integrating interactive whiteboards in teaching and learning Science, as a starting point for the implementation of an innovative project in Romanian higher education.
Synthetic-Creative Intelligence and Psychometric Intelligence: Analysis of the Threshold Theory and Creative Process
Author: Ferrando, Mercedes
Date: 2016-00-15
Type: Journal Articles
Subjects: Creative Thinking,Creativity,Intelligence,Psychometrics,Theories,Intelligence Quotient,Correlation,Elementary School Students,Secondary School Students,Foreign Countries,Intelligence Tests,Statistical Analysis,Multivariate Analysis,Figurative Language

There has been an increasing body of research to uncover the relationship between creativity and intelligence. This relationship usually has been examined using traditional measures of intelligence and seldom using new approaches (i.e. Ferrando et al. 2005). In this work, creativity is measured by tools developed based on Sternberg's successful intelligence theory. Our aims were two-folded: to examine the relationship between intelligence and creativity and to investigate possible differences on the creative process depending on students' level of intelligence. A total of 385 students from primary and secondary schools took part in the study. Students completed 5 tasks from the Aurora Battery aimed to measure the synthetic-creative intelligence. They also completed the Cattell's general intelligence test. The results showed that there were statistically significant differences depending on students' level of intelligence on the five tasks of creativity, always favouring the more intelligent group. In relation to the creative process, the three groups (low, average and highly intelligent students) showed similar patterns: they performed better at the end and weaker at the beginning of mot of the tasks. Students with lower intelligence were more stable in their performance across tasks than students with average and higher I.Q were.
A Comparison Study of Item Exposure Control Strategies in MCAT
Author: Mao, Xiuzhen
Date: 2016-00-00
Type: Reports - Research
Subjects: Comparative Analysis,Adaptive Testing,Computer Assisted Testing,Test Items,Item Banks,Scores,Psychometrics,Item Response Theory

Four item selection indexes with and without exposure control are evaluated and compared in multidimensional computerized adaptive testing (CAT). The four item selection indices are D-optimality, Posterior expectation Kullback-Leibler information (KLP), the minimized error variance of the linear combination score with equal weight (V1), and the minimized error variance of the composite score with optimized weight (V2). The maximum priority index (MPI) method for unidimensional CAT and two item exposure control methods (the restrictive threshold (RT) method and restrictive progressive (RPG) method, originally proposed for cognitive diagnostic CAT) are adopted. The results show that: (1) KLP, D-optimality, and V1 perform well in recovering domain scores, and all outperform V2 in psychometric precision; (2) KLP, D-optimality, V1, and V2 produce an unbalanced distribution of item exposure rates, although V1 and V2 offer improved item pool usage rates; (3) all the exposure control strategies improve the exposure uniformity greatly and with very little loss in psychometric precision; (4) RPG and MPI perform similarly in exposure control, and are both better than RT.
The Importance of Teacher Training for Development of Gifted Students' Creativity: Contributions of Vygotsky
Author: Piske, Fernanda Hellen Ribeiro
Date: 2017-01-22
Type: Journal Articles
Subjects: Teacher Education,Training,Gifted,Creativity,Teaching Methods,Mediation Theory,Learning Theories,Learning Processes,Student Development,Talent Development

The creativity is expressed in all individuals, but it manifests itself in different proportions and it may be carried out at different levels. Development levels of this attribute depend on the teacher's mediation in the process of learning. Creativity can be a challenge for most teachers, since they are unaware of its importance and unwittingly they inhibit by teaching methods that are not aimed at instigating the potential of students. Thus, this article aims to highlight the importance of teacher training for the development of gifted creativity. In conclusion, the mediation of teachers makes the difference in gifted education. As Vygotsky explains, it is precisely through the mediation that it is possible to develop the creative potential. In this sense, the training of the teaching staff reflects in how the mediation will take place during the process of teaching and learning. Therefore, it is essential that teachers are prepared to create a stimulating environment of potential and talents, as well as in performing a work with creativity of their students.
Further Inquiry into the Stabilities of Standardized and Structure Coefficients in Canonical and Discriminant Analyses
Author: Strand, Kenneth H.
Date: 2000-04-00
Type: Speeches/Meeting Papers
Subjects: Discriminant Analysis,Multivariate Analysis,Reliability,Mathematical Concepts

The stabilities of standardized (ß) and structure (rs) coefficients in canonical (CA) and discriminant analyses (DA) were studied. Four different situations were studied--two pertaining to CA and two to DA. The situations were meant to represent &quot;somewhat typical&quot; and yet varying research conditions that often would not be thought to be notably objectionable among informed users of CA and DA. Data were sampled from a real population. For each of three situations, 100 random samplings of size 100 each were performed. In each sampling ß and rs were computed, and were subsequently treated so that their stabilities could be evaluated. For one of the situations, 100 random samplings of size 150 each were performed. Relative to the situations studied, conflicting results occurred concerning the stabilities of the ß and rs values. Conflicting results also occurred concerning the difference in stability between Roots 1 and 2 for both statistics. Furthermore, and more alarming, the stabilities of both statistics under the &quot;reasonable&quot; conditions studied were low. The results were discussed.
Beginnings of Place Value: How Preschoolers Write Three-Digit Numbers
Author: Byrge, Lisa
Date: 2014-00-00
Type: Reports - Research
Subjects: Preschool Children,Mathematics Education,Numeracy,Age Differences,Gender Differences,Coding

Place value notation is essential to mathematics learning. This study examined young children's (4- to 6-year-olds, N = 172) understanding of place value prior to explicit schooling by asking them write spoken numbers (e.g., &quot;six hundred and forty-two&quot;). Children's attempts often consisted of &quot;expansions&quot; in which the proper digits were written in order but with 0s or other insertions marking place (e.g., &quot;600402&quot; or &quot;610042&quot;). This partial knowledge increased with age. Gender differences were also observed with older boys more likely than older girls to produce the conventional form (e.g., 642). Potential experiences contributing to expanded number writing and the observed gender differences are discussed. [This paper was published in &quot;Child Development&quot; v85 n2 p437-443 Mar-Apr 2014 (EJ1027536).]
The Intent and Processes of a Professional Learning Initiative Seeking to Foster Discussion around Innovative Approaches to Teaching
Author: Sullivan, Peter
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Educational Innovation,Foreign Countries,Sequential Learning,Concept Formation,Geometric Concepts,Faculty Development,Elementary School Mathematics

The following outlines the rationale and structure of a professional learning initiative that seeks to explore teachers' ways of engaging students more actively in building mathematical connections for themselves. An example of one of the suggested experiences is presented.
Understanding Time: A Research Based Framework
Author: Thomas, Margaret
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Time,Measurement,Mathematics Curriculum,Foreign Countries,National Competency Tests,National Curriculum

Time is crucial in our society. However, it would appear that there is limited research on the learning and teaching of time. Curricula appear to place an undue emphasis on the reading of time measuring tools. We argue that key ideas of succession, duration, and measurement should be central to learning about time. Drawing upon available research, this theoretical study developed a framework of core ideas that underpin a full understanding of time, can inform curricula, and drive future research.
Supporting Children with Special Needs in Learning Basic Computation Skills: The Case of Mia
Author: Rottmann, Thomas
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Special Needs Students,Elementary School Students,Grade 2,Computation,Skill Development,Case Studies,Mathematics Skills,Learning Disabilities,Teaching Methods,Mathematics Instruction,Models,Nonverbal Communication,Intervention,Manipulative Materials,Visualization,Verbal Learning,Data Analysis,Problem Solving

This paper introduces a revised model for the development of basic computation skills. The model draws on four key phases, which have proven to be important for the development of calculation strategies and stresses the use of gestures and the verbalisation of concrete and mental images. This seems to be of crucial importance for children with special needs as the case of Mia illustrates. Context is a university based intervention program that seeks to support children who struggle with the learning of basic arithmetic concepts and skills.
Developing Teachers' Reasoning about Comparing Distributions: A Cross-Institutional Effort
Author: Tran, Dung
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Thinking Skills,Graduate Students,Statistics,Instructional Design,Comparative Analysis,Teacher Improvement,Teaching Methods,Learning Processes,Videoconferencing,Pretests Posttests,Interviews,Teacher Attitudes,Statistical Analysis,Mathematics Instruction,Sampling,Statistical Bias,Scores

The research reported here uses a pre/post-test model and stimulated recall interviews to assess teachers' statistical reasoning about comparing distributions, when enrolled in a graduate-level statistics education course. We discuss key aspects of the course design aimed at improving teachers' learning and teaching of statistics, and the resulting different ways of reasoning about comparing distributions that teachers exhibited before and after the course.
Investigating Students' Mathematical Difficulties with Quadratic Equations
Author: O'Connor, Bronwyn Reid
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Equations (Mathematics),Case Studies,Error Patterns,Grade 11,Secondary School Mathematics,Mathematics Tests,Mathematical Concepts,Comprehension,Knowledge Level,High School Students,Foreign Countries,Qualitative Research

This paper examines the factors that hinder students' success in working with and understanding the mathematics of quadratic equations using a case study analysis of student error patterns. Twenty-five Year 11 students were administered a written test to examine their understanding of concepts and procedures associated with this topic. The findings indicate that students' success was inhibited by errors that arose from a lack of procedural understanding regarding fractions, algebraic processes, and conceptual understanding regarding algebraic conventions. Without this prerequisite knowledge, working with and understanding the nature of quadratics was hindered.
Developing Early Place-Value Understanding: A Framework for Tens Awareness
Author: Young-Loveridge, Jenny
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Early Childhood Education,Student Diversity,Mathematics Achievement,Number Concepts,Numbers,Word Problems (Mathematics),Problem Solving,Knowledge Level,Achievement Rating,Interviews,Mathematics Activities,Task Analysis,Mathematics Tests,Foreign Countries

This paper outlines a framework to explain the early development of place-value understanding based on an analysis of data from 84 five- to seven-year-old children from diverse cultural and linguistic backgrounds. The children were assessed individually on number knowledge tasks (recalled facts, subitizing, counting, place-value understanding) and strategies for solving word problems (addition, subtraction, multiplication, division). Children were categorised as working at one of four levels, each reflecting an increasing awareness of the structure of place value.
History-Infused Lessons in Introductory Calculus at the Secondary Level: Students' Learning and Perceptions
Author: Poh, Wei Beng
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Introductory Courses,Secondary School Mathematics,Integrated Curriculum,Quasiexperimental Design,Experimental Groups,Control Groups,Qualitative Research,Student Satisfaction,Lesson Plans,Interviews,Beliefs,Knowledge Level,Concept Teaching,Science Education History,Science Interests,Foreign Countries

A history-infused lesson package developed by a team of teachers in a professional learning community was used to teach introductory calculus in a secondary school. First, we report a quasi-experimental design that showed that students in the experimental group performed significantly better than students in the control group. Second, we report on the qualitative data collected from a larger group of students who were generally positive about the use of the history-infused lessons.