ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading Mathematics: Doings of Primary and Secondary School Mathematics Leaders
Author: Vale, Colleen
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Teachers,Secondary School Teachers,Teacher Leadership,Mathematics Instruction,Outcomes of Education,Teacher Surveys,Teacher Attitudes,Educational Planning,Team Teaching,Mentors,Time Management,Leadership Effectiveness,Needs Assessment,Mathematics Teachers,Teaching Experience,Likert Scales,Foreign Countries

Effective middle leading of mathematics is a complex task as it requires a focus on improving learning outcomes for students. This study gathered information about the activities of middle leaders of mathematics using a survey of primary and secondary mathematics leaders. Both primary and secondary mathematics leaders more often focussed on interacting with students in the classroom and participating in team planning meetings. Secondary leaders mentored teachers more often than primary leaders. Time to conduct some of the less frequent but more effective leadership activities needs to be provided.
State Spotlight: Texas
Author: National Center for Systemic Improvement at WestEd
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Evidence Based Practice,Teaching Methods,Coaching (Performance),Teacher Competencies,Teamwork,Leadership,Feedback (Response),Professional Development,Workshops,Data Collection,Stakeholders,Capacity Building,Fidelity,Innovation

The need to improve outcomes among students with disabilities (SWD) by increasing teachers' skilled use of evidence-based practices (EBPs) has been a pressing challenge around the country. Texas, in particular, has a specific focus on supporting the increased use of teachers' EBPs within their State Systemic Improvement Plan (SSIP). Therefore, knowing that research indicates that coaching can lead to improved teacher practice and student outcomes, including for SWD, the Texas Education Agency (TEA) embarked on a journey to use coaching to improve teacher practices. This state spotlight focuses on Texas's implementation effort, which aimed to embed and sustain an effective coaching framework across the state so that SWD could demonstrate marked educational gains. [The content of this document was developed in collaboration with Deanna Clemens and Steven Prater, Managers of Technical Assistance, Department of Special Education, Texas Education Agency.]
State Spotlight: Delaware
Author: National Center for Systemic Improvement at WestEd
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Technology,School Closing,Technology Uses in Education,Evidence Based Practice,Literacy Education,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary Education,Special Education,Students with Disabilities,Coaching (Performance),Capacity Building,Books,Program Effectiveness,Professional Development,Leadership Training

When the COVID-19 pandemic hit, State Education Agencies (SEAs) had to quickly move professional learning (PL) opportunities for educators to a virtual environment. This state spotlight presents how the Delaware Department of Education (DDOE) implemented virtual collaborative book studies to develop the expertise and build the capacity of state, district, and school leaders and educators to establish an integrated multi-tiered system of support (MTSS). [The content of this document was developed in collaboration with Jalee Pernol and Pamala Alfaro from the Delaware Department of Education.]
Using Federal Funds to Remediate Lead. Policy Update. Vol. 28, No. 4
Author: Hedger, Joseph
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Child Health,Cognitive Development,Federal Aid,Public Policy,Utilities,Water Quality

Although obscured in congressional debates over the Biden administration's broader domestic policy agenda, there is bipartisan consensus on the need to do more to ensure clean drinking water in schools and communities. Earlier this year, the U.S. Environmental Protection Agency (EPA) published revisions to rules on tightened restrictions on lead and copper, and the Senate has twice this year voted to improve water quality. This policy update discusses the EPA's lead and copper rule and funding opportunites for clean water.
AEM Center Brief: The Right of Students with Disabilities Who Need Accessible Educational Materials to Receive These Materials in a Timely Manner
Author: Karger, Joanne
Date: 2021-00-00
Type: Guides - General
Subjects: Student Rights,Students with Disabilities,Academic Accommodations (Disabilities),Instructional Materials,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation,Blindness,Visual Impairments,Physical Disabilities,Learning Disabilities,Eligibility,Individualized Education Programs,Teamwork,Program Development,Assistive Technology,Student Needs,Transitional Programs,Elementary Secondary Education,Postsecondary Education,Special Education,Disability Discrimination

The purpose of this brief is to help families and educators understand the right of students with disabilities who need accessible educational materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA), as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).
Exploring the &apos;High&apos; and &apos;Low&apos; Points in Primary Preservice Teachers&apos; Mathematics-Related Identity Development
Author: Bobis, Janette
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Professional Identity,Student Attitudes,Self Concept,Task Analysis,Foreign Countries

We report on the use of a data-gathering task requiring preservice primary teachers to 'graph' their emerging relationships with mathematics. A cultural-historical activity approach was used to analyse data from nine final year preservice primary teachers to reveal what and how key events in their lives helped shape their current mathematical identities. Oscillations between &quot;high&quot; and &quot;low&quot; points in their relationships with mathematics was a feature of participants' graphs regardless of their current mathematical identities. Combined with semistructured interviews, the graphing task is posited as a valuable method for researchers and practitioners to explore mathematics-related identity.
Perspective Taking: Spatial Reasoning and Projective Geometry in the Early Years
Author: Thom, Jennifer S.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Perspective Taking,Mathematics Instruction,Spatial Ability,Thinking Skills,Child Development,Geometric Concepts,Criticism,Sensory Integration

Spatial reasoning is seen as increasingly important in STEM fields. Within mathematics, geometry is a potential site to study and support young children's spatial reasoning. In this paper we revisit Piaget and his colleagues' theoretical perspective on children's development of geometry concepts and take note of projective geometry in that theory. We outline critiques of Piaget and Inhelder's (1967) theory of topological primacy and then situate the criticisms within current spatial reasoning literature. We suggest a return to research on projective geometry holds promise for exploring and expanding opportunities that promote spatial reasoning in the early years.
English Learner Absenteeism, Suspension, and Retention
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: English Language Learners,Civil Rights,Equal Education,Access to Education,Educational Environment,Attendance,Suspension,Kindergarten,Elementary Secondary Education,Grade Repetition,School Surveys

The Civil Rights Data Collection (CRDC) is a biennial survey required by the U.S. Department of Education's Office of Civil Rights since 1968. This survey measures factors that impact education equity and opportunity for students, including student access to courses, programs, resources, instructional and other staff -- and school climate factors. Using CRDC data, this fact sheet explores English learner (EL) chronic student absenteeism, student retention, and out-of-school student suspension.
How Charter Schools Can Leverage Community Assets through Partnerships
Author: Browning, Andrea
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Community Relationship,Partnerships in Education,Program Design,Program Implementation,Success,Educational Benefits,STEM Education,Art Education,Enrichment Activities,Civics,Service Learning,Systems Approach,Program Development,Educational Planning,Community Involvement,Family Involvement,Sustainability

Community partnerships empower charter schools by strengthening their capacity to serve the needs of students, families, and staff through deliberate partnerships with community-based entities. The autonomy that charter schools are afforded uniquely equips them with the flexibility to engage partners and even design schools for which one or more partnerships are a key design element--such as with traditional public schools/districts, industry partners, colleges, universities, or other educational or community institutions. This report is intended as a resource for charter school operators in any phase of school development in their design and implementation of community partnerships. The sections in the report: (1) explain what community partnerships are and how they can benefit charter schools; (2) provide snapshots of four charter schools' use of community partnerships; (3) summarize what makes successful community partnerships; and (4) articulate a process for designing and launching a community partnership, including resources for learning more.
Professional Development and Junior Secondary Mathematics Teachers: Can Out-of-Field Teachers Benefit Too?
Author: Strang, Rebekah
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Development,Program Effectiveness,Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Teacher Effectiveness,Teacher Qualifications,Teacher Shortage,Pedagogical Content Knowledge,Skill Development,Specialists,Foreign Countries

To foster effective teaching and quality education, professional development (PD) is imperative. This paper explores the perspectives of junior secondary mathematics teachers in two Queensland schools as part of a broader case study that investigated the perspectives of junior secondary mathematics teachers on the transition of Year 7 to secondary schooling in Queensland. The study explored existing PD practices and sought to identify perspectives of how PD can be better utilised to improve teacher quality. The theoretical lens of teacher identity was adopted, and the key findings indicated a lack of existing PD practices; the need for further PD; and a process for implementing mathematically focused PD in the future.
Secondary Mathematics Teachers&apos; Conceptions of Assessment
Author: Dayal, Hem
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Foreign Countries,Case Studies,Summative Evaluation,Teacher Attitudes,Mathematics Teachers,Evaluation Methods,Teacher Role,Secondary School Teachers

Teachers' conceptions play an important role in their instructional practices. In this study, the researcher explored a small sample of Fijian secondary school mathematics teachers' conceptions of assessment. Thirteen mathematics teachers from two case study schools took part in this study that utilised one-to-one interviews to gain insights into teachers' beliefs on the purposes of assessment. The findings further indicate that a majority of the teachers held contemporary conceptions of assessment. While they did value summative assessment roles, teachers tended to support the use of assessments to improve or support student learning.
Learning Beyond COVID-19: A Vision for Thriving in Public Education
Author: American Federation of Teachers
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Student Needs,At Risk Students,Time Management,Summer Programs,Enrichment Activities,Teacher Competencies,Educational Quality,Well Being,Success,Academic Achievement,Educational Legislation,Federal Legislation,Elementary Secondary Education,Students with Disabilities,English Language Learners,Early Childhood Education,Faculty Development,State Standards,Partnerships in Education,Racial Bias,Social Bias,Social Justice,Educational Finance

Over the course of the last month, the American Federation of Teachers (AFT) and the National Education Association (NEA) have come together to define the essential elements that they believe are necessary to effectively understand and address the ways in which the COVID-19 pandemic has disrupted students' academic and developmental experiences. This document offers their ideas on ways the nation's education systems can take a more holistic approach that seeks to understand and meet students where they are academically, behaviorally and emotionally and also offer well-rounded, culturally responsive and trauma-informed curricula and instruction. They propose a positive framing that recognizes students' strengths and stirs imaginative thinking about how to overcome the extraordinary obstacles being faced. This report reflects their desire to ensure that high-quality educational experiences are available to all students at this extraordinary time and in the future. It offers five priorities that can serve as a guide for nurturing students' learning now and beyond COVID-19. These include a focus on assessing students' needs, supporting the most vulnerable students, expanding learning time and planning for summer academics and enrichment, ensuring professional excellence for learning and growth, and establishing an education system that centers equity and excellence.
Why That Game? Factors Primary School Teachers Consider When Selecting Which Games to Play in Their Mathematics Classrooms
Author: Russo, James
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Game Based Learning,Decision Making,Selection Criteria,Play,Manipulative Materials,Mathematics Instruction,Individualized Instruction,Inclusion,Concept Formation,Classroom Techniques,Learner Engagement,Instructional Effectiveness,Children,Elementary School Teachers,Teacher Attitudes,Foreign Countries

Research examining teachers' decision making is abundant for pedagogical activities, yet a neglected area is the study of factors influencing teachers when selecting mathematical games. This article sheds light on the factors considered when teachers' select a specific game to use in their primary mathematics classroom. Data from 248 Australian primary teachers was gathered via a questionnaire and thematically analysed. Results indicated four strongly endorsed factors: Mathematics is central; Accessibility and differentiation; Classroom management; and Engagement and enjoyment. Implications are discussed of how this study can inform the decision making of educational leaders, policy makers, and game designers.
Using Interviews with Non-Examples to Assess Reasoning in F-2 Classrooms
Author: Copping, Kate
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematical Logic,Elementary School Students,Mathematics Skills,Models,Mathematical Concepts,Concept Formation,Computation,Arithmetic

The development of mathematical reasoning is a key proficiency for mathematics within the Australian Curriculum. However, reasoning can be difficult for teachers to assess, particularly with pen and paper tests. In this study, interview tasks were designed across three curriculum areas at three different levels to assess student reasoning through the use of examples and non-examples. Non-examples can be used to assist in building boundaries and deepening conceptual understanding. Through the interview, teacher and student dialogue can help students to demonstrate reasoning and clarify concepts through explanation and justification.
The Reification of the Array: The Case of Multi-Digit Multiplication
Author: Tripet, Kristen
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Mathematics Instruction,Teaching Methods,Grade 5,Elementary School Students,Foreign Countries,Learning Processes

The array is a powerful tool that builds students' understanding in multiplication. Students' interactions with the array changes through the course of an instructional sequence, which can be viewed as a process of &quot;reification.&quot; In this paper, I report the findings of a research study conducted with 45 Year 5 students in Sydney. The study explored students' changing use of the array through the course of an instructional sequence on multi-digit multiplication. Design Research methods were used to track students' use of different forms of the array and the functions that these forms served. Three key stages were identified in the process of reifying the array in multi-digit multiplication.
Teaching towards Big Ideas: A Review from the Horizon
Author: Loh, Yi Fong
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Pedagogical Content Knowledge,Case Studies,Journal Articles,Thinking Skills,Learning Processes,Research Reports

To understand what teachers need to teach towards big ideas in the classroom, there is a need to systematically interface different conceptions of big ideas in mathematics with models of teacher knowledge. We conducted a literature review on horizon knowledge and big ideas to clarify both constructs and their relationships. Twenty-one journal articles were initially shortlisted, with within-case and cross-case analysis finally performed on four articles after inclusion/exclusion criteria. While it is clear that more work needs to be done, we tentatively conclude that to teach towards big ideas is to emphasise disciplinary ways of thinking that are empirically demonstrable to be fruitful for the learning of mathematics.
&quot;I Think It&apos;s 3D Because It&apos;s Not 2D&quot;: Construing Dimension as a Mathematical Construct in a New Zealand Primary Classroom
Author: Sharma, Shweta
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Mathematics,Mathematics Instruction,Spatial Ability,Geometric Concepts,Concept Formation,Grade 5,Grade 6,Geometry,Language Usage,Multilingualism,Suprasegmentals

The paper explores one episode from a larger study, where a multilingual student (10-year-old) described her understanding of what makes a shape 2D or 3D. Bakhtin's dialogic theory and Garfinkel's ethnomethodology inform the theoretical framework. Transcribed data of the episode is presented, which is analysed at micro-level and macro-level. The analysis revealed three major findings. First, the analogy of &quot;flat vs fat&quot; for describing shapes may not be useful. Second, the meanings of the terms such as fat are shaped by the interaction of unitary language and heteroglossia. Third, prosody embedded in utterances contribute to the meaning constructions during mathematical discussions. A few implications are presented.
Reengaging Students through Physical Activity. Policy Update. Vol. 28, No. 5
Author: Blanco, Megan
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Physical Activities,Learner Engagement,Physical Education,Well Being,Physical Activity Level,Elementary Secondary Education,National Standards,State Standards,Teacher Competencies,Teacher Education,Adapted Physical Education,Recess Breaks,Child Safety,Educational Facilities,State Boards of Education,Role

Physical activity improves students' academic achievement, behavior management, sense of connectedness, physical health, and emotional well-being. Whenever students' normal outlets for physical activity are disrupted by school closures, state leaders can reengage students and promote their well-being by prioritizing quality physical education and extracurricular programs to ensure that all students have opportunities for physical activity during the school year. This policy update highlights how physical education is getting prioritized in some states' policies, physical activity policies, and questions that state boards can ask to examine their role in improving student access to physical activity.
Michigan Adds Certificate for Birth to Kindergarten Teachers. State Innovations. Vol. 26, No. 2
Author: Hao, Winona
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Teacher Certification,Teacher Education Programs,Early Childhood Education,Special Education,Infants,Toddlers,Preschool Children,Preschool Education,Teacher Competencies,State Standards,Stakeholders,Cooperative Planning

Teacher certificates often span broad grade bands, such as K-5, K-6, or even K-8. To earn these certificates, teacher candidates often spend more time learning content designed for older children and less on early childhood development and early literacy and numeracy. This issue of &quot;State Innovations&quot; highlights the Michigan State Board of Education, which adopted new early childhood general and special education teacher preparation standards in January 2020, adding a birth-K certificate that better aligns with classroom needs and helps professionalize the early childhood workforce.
Struggling Readers. NEA Research Brief. NBI No. 31 (2018)
Author: Lara, Julia
Date: 2021-07-08
Type: Reports - Descriptive
Subjects: Reading Difficulties,Reading Skills,Reading Instruction,Evidence Based Practice,Reading Achievement,At Risk Students,Identification,Intervention,Minority Group Students,English Language Learners,Young Children

Success in reading is essential throughout a student's school career and into adulthood. Recent data from the National Assessment of Educational Progress (NAEP) reading assessment shows that approximately one-third of all fourth-grade students are not meeting basic reading standards. When results are broken out by racial and student subgroups, the percentage of African-American and Hispanic children and children with disabilities or living in poverty scoring below basic is higher than other subgroups for a variety of reasons. This presents greater challenges for practitioners at all levels of the educational system. Children scoring below expectations may be at risk of reading difficulty, and regardless of the basis for the difficulties, schools need to provide supports early in a student's career. Interventions designed for students at risk of reading difficulty are helpful to all students. However, modifications in identification, diagnosis, and delivery of services are needed when working with culturally and linguistically diverse students at risk of reading difficulty. Although there is a need to expand research and practitioners' understandings, multiple sources of support and resources can be drawn on to assist struggling readers. Research-based guidance is available to states and localities from a number of sources, including research centers, advocacy organizations, and various agencies of the federal government. [This report was prepared by National Education Association's (NEA's) Center for Enterprise Strategy (CES).]