ethanporcaro/eric-fulltext-meta huggingface dataset:
District and School Profiles 2015-2016
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Student Educational Objectives,Elementary Secondary Education,Teacher Recruitment,Teacher Persistence,College Readiness,Career Readiness,Literacy,Technology Uses in Education,Wellness,School Construction,Family School Relationship,School Community Relationship,School Administration,Administrative Organization,Profiles,Student Characteristics,Enrollment Trends,Dropout Rate,Aptitude Tests,High Schools,College Entrance Examinations,Scores,Teacher Salaries,Educational Finance,Budgets,Taxes,Charter Schools,Public Schools

Houston Independent School District (HISD) prides itself on being a global district in a global city, and the district works tirelessly to ensure that it's students graduate ready for the world. With the help of community and business partners, as well as leaders from Houston's largest industries and institutes of higher education, HISD has developed the Global Graduate profile. The profile details six characteristics or qualities that the district wants all students to develop during their time in elementary, middle, and high school. The HISD identifies a Global Graduate as: (1) a leader; (2) a skilled communicator; (3) a responsible decision-maker; (4) a critical thinker; (5) a college-ready learner; and (6) an adaptable and productive member of a global society. This document provides an overview of HISD key accomplishments and recognition, in the following areas: (1) Teacher Recruitment and Retention; (2) College and Career Readiness; (3) Literacy; (4) Technology; (5) Student Wellness; (6) Construction Updates; and (7) Family and Community Engagement. Numerical data profiles for individual Elementary, Middle, and High schools are provided alphabetically by name with the combined level and other school profiles pages. Profile pages offering numerical data are also provided for individual charter schools for elementary, middle and high schools, and are included in the section with the charter school profiles pages. A section of combined level/other school profiles by name is also provided. A glossary of terms and list of data sources is also included. [For &quot;District and School Profiles 2014-2015,&quot; see ED581875.]
FY17 Federal High School Graduation Rates. Memorandum
Author: Howard, Mark
Date: 2018-01-10
Type: Numerical/Quantitative Data
Subjects: School Districts,Urban Schools,Academic Achievement,Graduation Rate,Minority Group Students,White Students,Achievement Gap,African American Students,Hispanic American Students,Achievement Gains,High School Students,Racial Differences,Ethnicity,Charter Schools,Public Schools,Nontraditional Education

In FY17, the School District of Palm Beach County (SDPBC) outperformed Florida and six other large urban school districts for the fourth consecutive year (FY14-FY17), and has consistently increased the graduation rate, including from FY16 to FY17. More importantly, the disparity between White students and their Black and Hispanic peers was reduced as Black and Hispanic students demonstrated greater increases with Black students increasing 10 points over the last two years and Hispanic students increasing 6.6 points over the last two years.
Charting a Path to the Future through Individualized Learning Plans. Roadmap for Expanding Opportunity: Evidence on What Works in Education
Author: Rennie Center for Education Research and Policy
Date: 2015-00-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Costs,Public Schools,School Districts,Program Development,Student Needs,High Schools,High School Students,Goal Orientation,Student Interests,Student Participation,Cooperative Planning,Leadership,Progress Monitoring,Educational Innovation,Teamwork,Individualized Education Programs

In this report, the Rennie Center for Education Policy &amp; Research focuses on Individualized Learning Plans (ILPs) as a key tool that districts and schools can use to prepare students for college and career success, as well as the costs districts incur to implement ILPs. In Massachusetts some public school districts have utilized ILPs to pursue a holistic approach to college- and career-readiness that aligns with students' academic, career-based, and personal and social growth. Based on a scan of recent literature, the Rennie Center identifies effective practices in developing ILPs to support college- and career-readiness. Then, the team highlights districts and schools that have been using differentiated approaches and strategies to implement ILPs and are at varied stages of implementation. Finally, the research team compiled cost estimates for replicating ILP strategies across Massachusetts public school districts. The research team selected districts for participation in the study to reflect different stages of ILP implementation, focusing on: planning and piloting, the first year of roll-out, and sustaining progress and scaling. By documenting ILP practices in various stages of implementation, the Rennie Center team hopes to highlight the use of an innovative college- and career-readiness strategy that can instill in students a critical set of 21st century skills that support long-term life success. Included in this research study are programmatic profiles of: (1) Monson High School; (2) Minnechaug Regional High School; (3) Leominster Center for Excellence; and (4) New Bedford High School. [This report was co-produced by the Massachusetts Budget and Policy Center.]
Toward a More Comprehensive Vision of Student Learning. Condition of Education in the Commonwealth
Author: Rennie Center for Education Research and Policy
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Improvement,Academic Achievement,Public Schools,Educational Innovation,Educational Practices,Social Development,Emotional Development,Early Childhood Education,Educational Indicators,School Readiness,Elementary Secondary Education,Educational Environment,Measurement,College Readiness,Well Being

These days the words &quot;education reform&quot; conjure up an array of associations--from high-stakes assessments to online learning to high school redesign. The school improvement landscape is particularly crowded in Massachusetts, where the era of new investments and attention to student outcomes has been in high gear for almost three decades. The state's public schools have experienced significant improvement over that period, with Massachusetts' students performing, on average, above their peers nationally. And, as one might expect in a time of rapid innovation, public dialogue about education in the Commonwealth has grown dense with ideas, approaches, and philosophies. The Condition of Education annual series gives state leaders a clear, concise view of student progress across the state, while pointing to areas where greater investment and strategic expansion of effective practices can bring us closer to achieving the state's vision of strong, equitable outcomes for all students. This year, a clear theme emerged: Massachusetts can do much more--across age groups--to address social-emotional learning needs that are both a precursor to and inextricable element of student's academic success.
Entangled Modes: Social Interaction in Collaborative Problem Solving in Mathematics
Author: Chan, Man Ching Esther
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Video Technology,Classroom Communication,Peer Relationship,Cooperative Learning,Problem Solving,Secondary School Students,Foreign Countries

This paper reports a study conducted in a laboratory classroom with the capability to record classroom social interactions in great detail using advanced video technology. The social interactions of student groups during collaborative problem solving were analysed based on transcript data. This analysis suggests that meaning negotiation in mathematics classrooms can be usefully distinguished as social, sociomathematical, or mathematical. We suggest that all three modes coexist in an entangled form in the negotiative interactions documented in the mathematics classroom and we envisage all three as constitutive of learning.
Essential Topics for Secondary Mathematics Success: What Mathematics Teachers Think
Author: Evans, Melinda
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Mathematics Teachers,Secondary School Teachers,Teacher Attitudes,Grade 8,Mathematical Concepts,Success,Online Courses,Intervention,Fractions,Equations (Mathematics),Problem Solving,Mathematics Skills

In this preliminary study, to inform a larger study where Year 8 students create an online module for peers, I surveyed mathematics teachers (n = 30) on essential mathematics topics: (a) most critical for students' success, (b) most conceptually challenging for students, and (c) in which more fluency is needed, as well as (d) their likelihood of considering an online course as an intervention. Fractions concepts, times tables, and equation solving were most critical for success; students need more understanding of fractions concepts, and more fluency in both fractions concepts and times tables. Online course use addressed teachers' concerns for students in essential mathematics topics.
Examining the Impact of Lesson Structure When Teaching with Cognitively Demanding Tasks in the Early Primary Years
Author: Russo, James
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Processes,Difficulty Level,Elementary School Mathematics,Mathematics Instruction,Teaching Methods,Elementary School Students,Elementary School Teachers,Student Attitudes,Teacher Attitudes,Foreign Countries,Grade 1,Grade 2,Instructional Effectiveness

The current investigation systematically contrasted teaching with cognitively demanding (challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenge tasks into mathematics lessons to produce sizeable learning gains. Analyses of interviews with teachers and students regarding their perceptions of learning with challenging tasks suggest that each type of lesson structure has distinct strengths. It is concluded that teachers should consider varying the structure of the lesson to provide a range of learning experiences for students.
STEM Practices: A Reconceptualization of STEM in the Early Years
Author: Gervasoni, Ann
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,STEM Education,Early Childhood Education,Play,Mathematics Education,Learning Activities,Mathematics Activities,Program Development,Preschool Children,Teaching Methods,Program Design,Spatial Ability,Thinking Skills,Computer Oriented Programs

The symposium provides an overview of the Early Years STEM Australia (ELSA) program. The conceptual underpinnings of the program are framed within STEM practices, rather than traditional thinking concerning the integration of discipline content knowledge. We will argue that our focus on practices is more aligned with the play-based and intentional teaching objectives of the Early Years Learning Framework (EYLF). The symposium describes the approach we have undertaken, the extent to which some of the practices align well to mathematics thinking, and the pedagogical framework used to stimulate play and create activities for the six learning apps that form part of the program. [References after each of the three papers.]
The Prevalence of the Letter as Object Misconception in Junior Secondary Students
Author: Akhtar, Zarina
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Incidence,Junior High School Students,Algebra,Mathematics Instruction,Foreign Countries,Grade 6,Grade 7,Grade 8,Mathematical Concepts,Misconceptions,Equations (Mathematics),Mathematics Tests

In this study, we investigated students' thinking about the use of letters in algebra. Responses from over 1,400 Australian secondary school students to a set of three algebra items were analysed to determine the prevalence of the &quot;letter as object&quot; misconception. We estimate that 50% to 80% of Year 7 students bring this misconception to their initial learning of algebra. Over 50% of Year 8 students and over 40% of Year 9 students in the sample also selected responses consistent with this misconception.
Reframing Mathematical Futures: Using Learning Progressions to Support Mathematical Thinking in the Middle Years
Author: Siemon, Dianne
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Logic,Thinking Skills,Middle School Students,Teaching Methods,Foreign Countries,Algebra,Geometry,Spatial Ability,Statistics,Secondary School Teachers,Grade 6,Grade 7,Grade 8,Grade 9,Problem Solving

The Australian Curriculum: Mathematics calls for the concurrent development of mathematical skills and mathematical reasoning. What are the big ideas of mathematical reasoning and is it possible to map their learning trajectories? Using rich assessment tasks designed for middle-years students of mathematics, this symposium reports on the preliminary phase of a large national study designed to move beyond the hypothetical and to provide an evidence-based foundation for learning progressions in mathematical reasoning in three key areas of the curriculum: Algebraic Reasoning, Geometrical and Spatial Reasoning, and Statistical Reasoning. [References after each paper.]
11th Grade Students&apos; Self-Regulated Learning in a Mathematics Problem-Based Learning (PBL) Classroom
Author: Promsawan, Supatpong
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Based Learning,Teaching Methods,High School Students,Secondary School Mathematics,Grade 11,Secondary School Teachers,Student Attitudes,Self Management,Foreign Countries,Lesson Plans,Self Control,Reflection,Self Evaluation (Individuals)

We proposed to study self-regulated learning (SRL) of 11th grade students in a PBL classroom (n = 36). The data were collected in November 2016 using Students' Self-Regulation Strategy Inventory (Students' SRSI), Teachers' Self-Regulation Strategy Inventory (Teachers' SRSI), students' interviews forms, students' reflections, and the teachers' notes. Descriptive statistics (percentages, means, and standard deviations) and descriptive analysis were used to analyse the data. We found that in the PBL classroom, the students demonstrated self-regulated learning in three phases -- the forethought phase, the performance phase, and the self-reflection phase -- at high levels.
Condition of Education in the Commonwealth: 2017 Data Report
Author: Rennie Center for Education Research and Policy
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Educational Indicators,School Readiness,Early Childhood Education,Teacher Effectiveness,College Preparation,Transitional Programs,Academic Achievement,STEM Education,Educational Attainment,Higher Education,Elementary Secondary Education,Educational Improvement,Educational Policy,Public Education,Student Centered Learning,Disabilities

The Condition of Education in the Commonwealth project provides an annual, evidence-based review of student progress and proficiency throughout the education pipeline from birth into adulthood. Serving as a bellwether for Massachusetts education reform agenda, the project examines learning outcomes and investigates policy solutions to support continuous improvement in education practice. The &quot;2017 Condition of Education in the Commonwealth&quot; includes the &quot;2017 Action Guide&quot; (see ED589401), presenting actionable choices for policymakers to consider how best to improve public education in Massachusetts, and this &quot;2017 Data Report.&quot; The &quot;2017 Action Guide&quot; focuses on the need for a more cohesive, integrated approach to effective student-centered learning. This &quot;2017 Data Report&quot; identifies and measures state-level indicators linked to outcomes to inform decision-making among Massachusetts education leaders. These indicators focus on critical stages in learning and development from school readiness and early learning to the emergence of a strong and productive workforce. Important indicators in science, technology, engineering, and mathematics (STEM) are highlighted at each stage and specific attention is leveled at the need for prepared and effective educators to support student progress throughout our entire education system. Indicators are selected because of their evidentiary base and alignment with Massachusetts' reform agenda and updated at least every two years. This report provides a critical overview of our public education system, while presenting data and information to encourage more nuanced discussions of potential strategies for improving student learning outcomes. [For the 2016 Data Report, see ED565749.]
Research Engagement and Impact in Mathematics Education
Author: Goos, Merrilyn
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Research Methodology,Mathematics Education,Interdisciplinary Approach,Numeracy,Foreign Countries,Theory Practice Relationship,Program Effectiveness,Teacher Researchers,Elementary Secondary Education,Preservice Teacher Education

While measures of research quality are widely accepted in the education research community, there may be less agreement on what constitutes evidence of impact and on where to look for it. The aims of this symposium are to consider some key issues in undertaking the Australian government's national assessment of research engagement and impact, and to propose some approaches to evidencing engagement and impact in the context of mathematics education research. Each of the four symposium papers draws on the Numeracy Across the Curriculum (NAC) research program in order to ground discussion in specific cases of research that have been reported at previous Mathematics Education Research Group of Australasia (MERGA) conferences. The papers included in this symposium are: (1) Evidencing Research Engagement and Impact (Merrilyn Goos); (2) The Convoluted Nature of a Research Impact Pathway (Vince Geiger); (3) Engagement and Impact through Research Participation and Resource Development (Anne Bennison and Shelley Dole); and (4) &quot;Numeracy for Learners and Teachers&quot;: Impact on MTeach Students (Helen Forgasz). Individual papers contain references.
A Secondary Mathematics Teacher&apos;s Perceptions of Her Initial Attempts at Utilising Whiteboarding in Her Classes
Author: Forrester, Tricia
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Secondary School Teachers,Teaching Methods,Teacher Attitudes,Self Esteem,Cooperative Learning,Foreign Countries,Secondary School Students,Visual Aids,Educational Equipment

Excellent mathematics teachers establish learning environments that encourage students to actively engage with mathematics and foster co-operative and collaborative learning. Whiteboarding, using an erasable surface on which to work and share ideas, has been shown to increase student engagement, collaboration, and higher-order thinking. We report on one teacher's experiences as she introduces whiteboarding into her secondary mathematics classroom. The teacher reports increased student confidence and collaboration and we see a shift in her focus from concerns about classroom management, to a passionate recommendation to use whiteboarding in mathematics instruction.
Does (Problem-Based) Practice Always Make Proficient?
Author: Hopkins, Sarah
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Problem Based Learning,Mathematics Skills,Recall (Psychology),Problem Solving,Foreign Countries,Elementary School Students,Computation,Instructional Effectiveness

The current study compared the rate at which problem-based practice increased the use of retrieval-based strategies for students identified as displaying accurate min-counting with students identified as displaying almost proficient performance. The findings supported the prediction that the rate at which problem-based practice promoted retrieval use was lower for students in the accurate min-counting group; in fact, it had no effect on their retrieval development. Implications for teaching practice are discussed, in particular, the notion that such students may require exposure to different problem representations (e.g., visual imagery) to move them away from conceptualising addition as counting.
Explicitly Connecting Mathematical Ideas: How Well Is It Done?
Author: Hurst, Chris
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Mathematics Skills,Mathematical Logic,Mathematical Concepts,Concept Formation,Foreign Countries,Elementary School Mathematics,Elementary School Students,Mental Computation

Multiplicative thinking is a critical stage of mathematical understanding upon which many mathematical ideas are built. The myriad aspects of multiplicative thinking and the connections between them need to be explicitly developed. One such connection is the relationship between place value partitioning and the distributive property of multiplication. In this paper, we explore the extent to which students understand partitioning and relate it to the distributive property and whether they understand how the property is used in the standard multiplication algorithm.
Exploring Critical Thinking in a Mathematics Problem-Based Learning Classroom
Author: Siriwat, Rakkor
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Problem Based Learning,Secondary School Mathematics,Grade 11,High School Students,Foreign Countries,Mathematics Instruction

In this study, we explored the critical thinking of 47 eleventh-grade students in a mathematics problem-based learning (PBL) classroom in November 2016. A critical thinking test was used along with classroom observations to gather the critical thinking data in five dimensions according to the Association of American Colleges &amp; Universities (2009). The findings indicate that students' critical thinking scores in all dimensions are at an average level. The students demonstrated strength in explaining issues and analyzing influence of context and assumptions. However, students had greater difficulty in stating their positions and drawing conclusions.
Exploring Reasons Why Australian Senior Secondary Students Do Not Enrol in Higher-Level Mathematics Courses
Author: Hine, Gregory
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Students,Advanced Courses,Secondary School Mathematics,Grade 11,Grade 12,Enrollment,Course Selection (Students),Student Satisfaction,Student Attitudes,Incentives

In this research paper, I present the reasons why senior secondary students elect not to enrol in a higher mathematics course. All Year 11 and Year 12 mathematics students within Western Australian secondary schools were invited to participate in an online survey comprised chiefly of qualitative items. The key reasons espoused by students include an expressed dissatisfaction with mathematics, the opinion that there are other more viable courses of study to pursue, and that the Australian Tertiary Admissions Ranking (ATAR) can be maximised by taking a lower mathematics course. In addition, student testimony suggests that there are few incentives offered for undertaking a higher mathematics course.