ethanporcaro/eric-fulltext-meta huggingface dataset:
Practices Contributing to Mathematics Success in a Low Socioeconomic Rural Victorian School
Author: Murphy, Steve
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Rural Schools,Low Income Groups,High Achievement,Mathematics Achievement,Secondary School Students,Teaching Methods,Individualized Instruction,Elementary Secondary Education,Value Judgment,Vocational Education,Faculty Development

Mathematics education is seen as a right for all children, and important to ensure a prosperous future. However, in Australia and other nations, rural students perform less well in mathematics, and are less likely to pursue advanced mathematics. This paper presents a case study of an Australian rural school that has high engagement and achievement in senior mathematics, despite its setting. The study uses a practice architectures framework to explore the activities and facilitatory elements that have likely contributed to the school's mathematics success. Personalising learning, valuing mathematics, building teacher capacity, and linking to careers, were all associated with the school's higher than expected mathematics performance.
Strength Based Grouping: A Call for Change
Author: Leach, Generosa
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Grouping (Instructional Purposes),Mathematics Instruction,Cooperative Learning,Problem Solving,Elementary School Students,Elementary School Teachers,Elementary School Mathematics,Foreign Countries,Teacher Attitudes,Educational Change

In this paper, I report on one teacher's journey of change in grouping her students for mathematics learning. In addition, I describe and illustrate the design and implementation of a smart tool used for planning for effective grouping in collaborative mathematics problem-solving. The findings illustrate that when explicit teacher support is provided, shifts in teacher beliefs and practices in grouping students by notions of perceived ability are possible.
Practicing Statistics in Year 4
Author: Watson, Jane
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 4,Statistics,Elementary School Students,Interpersonal Relationship,Letters (Correspondence),Student Projects,Active Learning,STEM Education,Mathematics Instruction,Foreign Countries,Mathematics Activities

This study reports on the capabilities of 53 Year 4 students as they completed the final stages of their first complete statistical investigation. In the context of becoming acquainted with students in a sister school in another city, students in both schools wrote and refined questions, which were answered by all students in an on-line survey. Using data from both schools, students chose at least one question to analyse and present their findings comparing the two cities and/or groups of students. Of interest are the representations created for the questions chosen, the conclusions drawn, the variation observed, the certainty about the conclusion, and the comments about what had been learned about writing survey questions.
Preschool Children&apos;s Drawings of &apos;Tall and Short&apos;
Author: Way, Jennifer
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preschool Children,Mathematical Concepts,Freehand Drawing,Foreign Countries,Child Development,Age Differences,Scientific Concepts

The study reported in this paper contributes to the exploration of the development of children's mathematical drawing. 36 preschool children produced drawings of 'something tall and something short'. Open-ended analysis of the forms and structures of the drawings revealed four categories ranging from scribble to the base-line comparison of two objects. The variety in drawing forms and the scattering of ages across the four categories suggests that educators should be more aware of children's drawing development in association with their skills in creating mathematical representations.
Primary Pre-Service Teachers&apos; Noticing of Structural Thinking in Mathematics
Author: Gronow, Mark
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Generalization,Knowledge Base for Teaching,Workshops,Student Attitudes,Classroom Communication,Pedagogical Content Knowledge,Lesson Plans,Teacher Education Programs,Foreign Countries,Teaching Methods

Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural thinking in three cycles of professional learning workshops; teaching mathematics; and, interviews. Here, we report on how the PSTs attended to structural thinking in their classroom communication and their awareness of doing so in the workshops and interviews. Results indicate the PSTs improved their noticing of structural thinking.
Striking a Balance between Children&apos;s Need of Support and Parental Roles in Mathematics Homework
Author: Weerasinghe, Daya
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Parent Role,Homework,Parent Child Relationship,Foreign Countries,Parent Attitudes,Secondary School Students,Mathematics Instruction,Mathematics Skills,Conflict,Knowledge Level,Parents as Teachers

The purpose of this article is to provide insights into parent-child engagement in mathematics homework of senior school children. A mixed-methods approach was employed in the study, utilising survey questionnaires and semi-structured interviews of eight parent-child dyads from three secondary schools in Melbourne. Data collection and analysis were guided by a conceptual framework developed using the findings in relevant literature. Results indicated that children are differentially responsive to parental roles in homework and excessive involvement is not always helpful.
Primary School Teachers&apos; Experience of Mathematics Education
Author: Tamburri, Sarah
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Education,Teacher Attitudes,Barriers,Success,Teacher Student Relationship,Teaching Methods,Educational Environment,Pedagogical Content Knowledge,National Competency Tests,Mathematics Achievement

Researchers and policy makers agree that all children can learn mathematics and that teachers play an important role in student learning. This phenomenological study interviewed 12 primary school teachers, providing insights into their experience and perspectives of mathematics education, highlighting the challenges and successes experienced by teachers. These insights provide a deeper understanding of the dynamics of the relationships and tensions between teachers, students and context, and promote conversations about what success in mathematics looks like and how it can be best supported. It is hoped that this could ultimately be of benefit for student outcomes.
Students&apos; Understanding of Randomness after an Introductory Tertiary Statistics Course
Author: Reaburn, Robyn
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Comprehension,Introductory Courses,College Students,Foreign Countries,Statistical Inference,Probability,Beliefs,Difficulty Level

Random sampling and random allocation are essential processes in the practice of inferential statistics. These processes ensure that all members of a population are equally likely to be selected, and that all possible allocations in an experiment are equally likely. It is these characteristics that allow the validity of the subsequent calculations that use probabilistic reasoning. This paper suggests that despite the importance of these processes, students may poorly understand the characteristics of these processes, and the reasons for them. The paper concludes with suggestions for the improvement of teaching these topics.
Build to Last: A Framework in Support of Universal Quality Pre-Primary Education
Author: Borisova, Ivelina
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Preschool Education,Educational Quality,Sustainable Development,Child Care,Guidelines,Child Development,Early Childhood Education,Educational Objectives,Equal Education,Access to Education,Systems Approach,Instructional Leadership,Educational Policy,Educational Legislation,Foreign Countries,Educational Finance,Program Development

The Sustainable Development Goals highlight the critical importance of pre-primary education and set the broad ambition that by 2030 all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. Today, the world is facing a learning crisis: While millions of children have entered education systems for the first time, many of them cannot read, write or do basic mathematics, even after several years of primary school. This conceptual framework outlines the key building blocks of an effective pre-primary system to ensure children's optimal learning and development in early childhood education programmes.
The Earning Curve: Variability and Overlap in Labor-Market Outcomes by Education Level
Author: Harris, Connor
Date: 2020-02-00
Type: Reports - Research
Subjects: Educational Attainment,Salary Wage Differentials,Outcomes of Education,High School Graduates,College Graduates,Census Figures,Income,Comparative Analysis,Age Differences,Geographic Location,Occupations,Skilled Workers,Urban Areas,Labor Market

Conventional wisdom regards a college degree as necessary for a well-paying job and a good life. By focusing on average earnings, this conventional wisdom obscures the enormous variability in outcomes at each education level; in fact, the top half of high school graduates earn in the same range as the bottom half of college graduates. However the U.S. Bureau of Labor Statistics presents summary data for earnings by education level at the 10th, 50th, and 90th percentiles. These data show that the upper portion of the high school range ($726 at the 50th percentile to $1,491 at the 90th percentile) sits substantially above the lower portion of the college range ($593 to $1,187).9 A worker is not better off in the pool of below-average college graduates than in the pool of above-average high school graduates. This report uses original analysis of U.S. census data to give a detailed picture of the range of outcomes in earnings for those with different levels of education. It shows that the substantial overlap in income between college graduates and noncollege graduates holds even after controlling for age; that is, it is not an artifact produced by late-career high school graduates outearning early-career college graduates. It then shows that geographic differences in overlap are generally small. Areas with the highest levels of overlap are typically smaller regions dominated by industries that pay high wages to high school workers, while areas with the lowest overlap are large cities with high wages for skilled workers. Finally, the report examines the typical occupations of workers in different segments of the distribution. It shows that high-earning high school graduates are typically employed in predominantly noncollege occupations, rather than in occupations that also employ large numbers of college graduates. The bottom earners among college graduates tend to work in fields that do require a degree but do not pay high wages, or in fields that do not require a degree. [Foreword by Oren Cass.]
Recognising Mathematical Giftedness
Author: Parish, Linda
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Skills,Academically Gifted,Talent Identification,Elementary School Students,Mathematical Logic,Problem Solving,Mathematics Achievement

This paper describes a task that was used, in a broader study on mathematical giftedness and mindsets, as part of a process to identify mathematical giftedness in primary school students (see Parish, 2019). A discussion of the task, together with an analysis of student responses, offers insights that could be used by classroom teachers for both recognising and understanding mathematical giftedness. It is important for all classroom teachers to be able to recognise exceptional mathematical aptitudes in young students, as mathematically gifted students require specific consideration for appropriate teaching and learning experiences.
Evaluating the Efficacy of the Family Check-Up Online: A School-Based, eHealth Model for the Prevention of Problem Behavior during the Middle School Years
Author: Stormshak, Elizabeth A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Middle School Students,Intervention,Program Effectiveness,Family Programs,Prevention,Health Promotion,Online Courses,Educational Technology,Self Efficacy,Parenting Skills,Self Control,Child Behavior,Behavior Problems,Early Adolescents,At Risk Students,Grade 6,Grade 7,Feedback (Response),Maintenance,Positive Behavior Supports,Problem Solving,Communication Skills

This study evaluated the efficacy of a family-centered preventive intervention, the Family Check-Up (FCU), delivered as an online, eHealth model to middle school families. To increase accessibility of family-centered prevention in schools, we adapted the evidence-based FCU to an online format, with the goal of providing a model of service delivery that is feasible, given limited staffing and resources in many schools. Building on prior research, we randomly assigned participants to waitlist control (n = 105), FCU Online as a web-based intervention (n = 109), and FCU Online with coaching support (n = 108). We tested the effects of the intervention on multiple outcomes, including parental self-efficacy, child self-regulation, and child behavior, in this registered clinical trial (NCT03060291). Families engaged in the intervention at a high rate (72% completed the FCU assessment) and completed 3-month post-test assessments with good retention (94% retained). Random assignment to the FCU Online with coaching support was associated with reduced emotional problems for children (p = 0.003, d = -0.32) and improved parental confidence and self-efficacy (p = 0.018, d = 0.25) when compared with waitlist controls. Risk moderated effects: at-risk youth showed stronger effects than did those with minimal risk. The results have implications for online delivery of family-centered interventions in schools. [This paper was published in &quot;Development and Psychopathology&quot; v31 n5 p1873-1886 2019.]
Diminishing Persistence of Heterogeneous Academic Achievers Induced in Homogeneous Class; Basis for Support System Development
Author: de Guzman, Florentino I.
Date: 2018-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Academic Achievement,Academic Persistence,Self Esteem,Student Attitudes,Peer Influence,Student Motivation,Communities of Practice,School Administration,Heterogeneous Grouping,High School Students,Educational Practices,Foreign Countries,Grouping (Instructional Purposes),Cognitive Style,Self Concept,Self Determination,Goal Orientation,Social Influences,Academic Support Services,Peer Relationship

The purpose of this study is to determine the factors that affect the diminishing persistence of heterogeneous academic achievers when induced in homogenous class as basis for the development of a support system to address the scenario. Through two-phase interview method the respondents were subjected. After that, the results were analyzed qualitatively. It was found out that the average percentage consistency of the academic persistence of students streamed in homogenous class is only 33.33% and the respondents experienced hindrances which diminish their academic persistence in class, those of which are the intimidated feeling, low sense of belongingness, low self-esteem and peer-influence and/or motivation. Because of time constraints, a community of practice (COP) was just recommended to be developed for the issue under the system of the school-based management (SBM) which will discuss, formulate and structure the support system necessary as a solution to the diminishing persistence of heterogeneous academic achievers.
Pasifika Students&apos; Perspectives and Understandings of Mathematics Embedded within Their Lives beyond the Classroom
Author: Cunningham, Libby
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Pacific Islanders,Student Attitudes,Mathematics Instruction,Culturally Relevant Education,Urban Schools,Attitude Change,Homework,Family Environment,Measurement,Numbers,Geometry,Algebra,Elementary School Students

Research in both the New Zealand and international contexts identifies the need for New Zealand classrooms to foster culturally responsive and mathematical practices that align with Påsifika students' cultural values, backgrounds, interests and experiences. The aim of this study was to investigate how the use of culturally responsive tasks along with cultural practices can foster Påsifika students' participation and engagement in mathematics. Eleven Year 5 and 6 students used cameras to document their out-of-school mathematical experiences. These photographs were used to design culturally relevant tasks that were implemented in the classroom. In this paper, we analyse the students' perspectives and understandings of mathematics embedded within their lives beyond the classroom.
Investigation of the Perceptions of Self-Efficacy of Secondary School Students with Different Levels of Friend, Family and Teacher Social Support
Author: Oral, Tuncay
Date: 2016-11-00
Type: Journal Articles
Subjects: Self Efficacy,Secondary School Students,Student Attitudes,Social Support Groups,Friendship,Family Relationship,Teacher Student Relationship,Foreign Countries,Early Adolescents,Grade 6,Grade 7,Grade 8

The purpose of this study is to divide the students whose friend, family, and teacher support levels are determined into three groups as students with low, moderate, and high support level and then to investigate whether there is a significant difference in their self-efficacy scores based on their level of social support. For this purpose, Social Support Rating Scale and Perception of Self-Efficacy Scale for Children and Adolescents were applied to a total of 283 secondary school students, including 148 girls and 135 boys. According to the results of the one-way analysis of variance (One-Way ANOVA) carried out, the self-efficacy scores of the students with a high level of friend, family, and teacher social support were found to be significantly higher than those of the students who had moderate and low levels of friend, family, and teacher social support.
Cognition toward the Mother Tongue, Attitude toward English, Chavacano, and Filipino: A Structural Equation Modeling Approach with Bootstrap Analysis
Author: Go Silk, Byron B.
Date: 2020-02-00
Type: Journal Articles
Subjects: Ethnicity,Preservice Teachers,Student Attitudes,Case Studies,Language Attitudes,Multilingualism,Reliability,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Tagalog,Language of Instruction,Creoles,Language Variation,Spanish,Correlation,Foreign Countries,Schemata (Cognition),Teacher Education Programs,Elementary School Teachers,Gender Differences,Structural Equation Models

This quantitative investigation involved 1,054 pre-service teacher respondents with mean age = 20.21 (SD=3.124). This cross-sectional study gathered data through the creation of four research tools validated and pilot tested. Moreover, three of the research tools (AChavQ, AFilQ, AEngQ) were determined to be of 'excellent' reliability, while one is of 'acceptable' reliability (CogMT). The study purposed to derive a model explaining the possible relationships, mediation or moderation, of language attitude towards Chavacano with ethnicity, cognition towards mother tongue and language attitude toward Filipino and English. The model with &quot;best fit&quot; showed that that language attitude toward Filipino and English has a direct influence on cognition in the mother tongue. In contrast, ethnicity's influence is mediated by language attitude toward Chavacano. The results and findings of this study provide vital information and insights in the implementation of the Mother Tongue Based Education in a multilingual context.
Evaluation of Pre-Service Teachers&apos; Ideas about Brainstorming Method in Terms of Some Variables
Author: Cengiz, Mehmet Sirin
Date: 2015-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Brainstorming,Teaching Methods,Critical Thinking,Thinking Skills,Creative Thinking,Decision Making,Problem Solving,Student Characteristics,Foreign Countries

Brainstorming is a teaching method covering concepts such as critical thinking, decision taking, putting forward proposals for a solution to a problem, generating ideas and creative thinking. Through this method, students can hypothesize about the events, analyze events, make connections between topics, and reach accurate, reliable and definitive conclusions. The purpose of this study is trying to determine the views of the students studying at the Faculty of Education, on Brainstorming Method considering some demographic variables. The sample of the study constitutes 335 pre-service teachers studying at the Faculty of Education under Hakkari University in the 2014-2015 academic years. In the study, 'General Scanning Model', which is one of the descriptive methods, is used. Validity and reliability study of the 25-item 'Brainstorming Survey' used in the study was conducted and Cronbach's alpha internal reliability coefficient was calculated as 0.77. According to the results obtained in this study, it was concluded that the students studying at the Faculty of Education had information about Brainstorming Method, but this information was not at the desired level, students did not apply some of the features of this method in their lives and there was not any difference in opinions between boys and girls depending on the gender and grade level variables.