ethanporcaro/eric-fulltext-meta huggingface dataset:
Reshaping Workforce Development in Baltimore: Ensuring Community Voice and Expertise Guide Us
Author: Annie E. Casey Foundation
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Participatory Research,Labor Force Development,Community Leaders,Feedback (Response),Intervention,Young Adults,Youth,Participative Decision Making,Occupational Aspiration,Employment Opportunities,Barriers,Employment,Law Enforcement,Entrepreneurship,Educational Attainment,Poverty,Violence,Small Businesses

The Annie E. Casey Foundation has been working to improve education, job opportunities, health and neighborhoods for Baltimore's children and families. The Baltimore Civic Site team invested in a participatory research pilot to help internal staff and other local partners engage the authentic voices and experiences of young people in Baltimore within the context of workforce development. The Foundation recruited seven young adult community leaders as consultants to plan and implement this work. These consultants were given considerable freedom to set the scope of the project and design an engagement process they felt would genuinely connect with young Baltimoreans. Project goals were to: (1) help develop effective workforce interventions by enabling youth and young adults to respond openly and express their concerns, hopes and dreams; and (2) demonstrate the feasibility of bringing young adults and other community voices into the institutional decision making process. This report provides an overview of the feedback the Annie E. Casey Foundation gained from young people--both the interviewees and the consultants--as well as a road map for implementing similar research and engagement models. Ten recommendations resulting from the findings are included.
Supporting Social-Emotional Learning with Evidence-Based Programs
Author: Annie E. Casey Foundation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Administrator Attitudes,Program Effectiveness,Interviews,Evidence Based Practice,Financial Support,Relevance (Education),Costs,Educational Finance,Sustainability,Positive Behavior Supports,Response to Intervention,Intervention,Disabilities,Educational Legislation,Equal Education,Federal Legislation

This brief provides education administrators and partners (providers, intermediaries, funders) with strategies and examples from seven school districts nationwide that have successfully funded, implemented, and sustained evidence-based social and emotional learning (SEL) programs. School administrators from these districts were interviewed and shared background information on their efforts to fund and implement evidence-based programs that address SEL. Based on these real-world experiences, seven chapters present: (1) Introduction; (2) What are Evidence-Based Programs and Why Focus on Funding Them; (3) What Kinds of Evidence-Based Social and Emotional Learning Programs are Most Relevant to the Education Field?; (4) Understanding the Costs of Evidence-Based Programs; (5) Funding and Policy Landscape for Evidence-Based SEL Programs; (6) Strategies for Funding and Sustaining Evidence-Based SEL Programs; and (7) Conclusion. [Individual profiles of each school district are appended: (1) Charlottesville City Schools (Virginia); (2) Chicago Public Schools; (3) Cleveland Metropolitan School District; (4) Ferguson-Florissant School District (Missouri); (5) Minneapolis Public Schools; (6) Providence Public School District (Rhode Island); and (7) Tooele County School District (Utah).]
Continuity Counts: Coordinated Education Systems for Students in Transition
Author: Robson, Kelly
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: School Role,Agency Cooperation,Trauma,Student Needs,Interviews,Educational Policy,Leadership Responsibility,Ownership,Information Dissemination,Information Management,Social Services,Well Being,Social Work,Caseworker Approach

Because education is the only system that reaches nearly all young people in this country, the education system is well positioned to act as a through-line for children and youth experiencing traumatic life circumstances. This paper offers a new framework for approaching cross-agency coordination which places the education system at the center. The framework was developed using a human-centered design process that offers strategies for developing policies and systems created with and responsive to the people they serve. Through interviews with young people and with the adults who work in care agencies, two key levers for change were identified: continuity of people and continuity of information. The paper presents four recommendations for moving forward: (1) Policymakers and agency leaders must begin to think outside of their current position and current agency as they craft a set of action steps; (2) Policymakers and agency leaders must conduct an in-depth analysis of existing programs and policies in their specific jurisdiction, including their funding streams; (3) Education leaders must be &quot;at the table&quot; for all efforts to address care agency fragmentation; and (4) Ownership of this work is crucial to its success.
Disrupting the Divide: The Role of Technology in Mitigating the Impact of Data Fragmentation on Students
Author: Korman, Hailly T. N.
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Information Management,Information Dissemination,Technology Uses in Education,Advocacy,Student Needs,Barriers,At Risk Students,Access to Information,Agency Cooperation,Student Records

In February 2017, Bellwether Education Partners gathered several experts in a working session to identify the biggest challenges for youth experiencing education disruption and to design a new vision for how technology can help young people overcome those challenges or avoid them entirely. The report walks through a journey map of the current state of the student and adult experience during a moment of education disruption. It then describes a single design for an online data-sharing platform that captures the working group's aspirations while remaining grounded in the tangible and practical. Finally, it discusses important considerations for any leader who is considering implementing this kind of technology solution. This publication centers on three personas--archetypes based on interviews and research that serve as stand-ins to better understand the experience of real people: the student, the student's advocate, and the jurisdictions between which the student is transitioning. The journey map illustrates how these three entities currently engage with one another, including the challenges students and advocates face in navigating complex bureaucracies.
Investigating Relations between Ability, Preference, and Calculus Performance
Author: Haciomeroglu, Erhan Selcuk
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Preferences,Mathematical Logic,Calculus,Mathematics Instruction,Cognitive Style,Cognitive Ability,Mathematics Achievement,Advanced Placement Programs,High School Students,Secondary School Mathematics,Spatial Ability,Cognitive Tests,Correlation

The goal of the present study was to report an instrument designed to determine students' mathematical performances and preference for visual or analytic thinking for the calculus derivative and antiderivative tasks as well as examine the relationships among students' cognitive style, cognitive ability, and mathematical performance in calculus. Data were collected from 150 Advanced Placement calculus students. The results suggest that the instrument is measuring an important component of cognition and has the potential to be a measure of performance and preference for visual thinking in calculus. [For the complete proceedings, see ED585874.]
Middle School Algebra from a Functional Perspective: A Conceptual Analysis of Quadratic Functions
Author: Ellis, Amy B.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Grade 8,Qualitative Research,Algebra,Mathematics Instruction,Mathematical Concepts,Models,Middle School Teachers,Mathematics Teachers,Mathematics,Concept Formation

This study presents a model of three conceptual advances in understanding quadratic functions based on a teaching experiment with 6 8th-grade students. Using a covariation approach, students investigated quadratic growth as a coordinated change of x- and y-values. Qualitative analysis yielded three major shifts in students' understanding: a) developing an understanding of the first and second differences for y as rates of growth with [triangle x] implicit; b) explicitly coordinating [triangle x] with the constant second differences; and c) coordinating covariation and correspondence views through meanings for the parameter &quot;a&quot; in y = ax[superscript 2]. [For the complete proceedings, see ED585874.]
How Are Graphs of Two Variable Functions Taught?
Author: Trigueros Gaisman, María
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Graphs,Calculus,Mathematical Concepts,Concept Formation,Textbooks,College Faculty,College Mathematics

This is a study about how graphs of functions of two-variables are taught. We are interested in particular in the techniques introduced to draw and analyze these graphs. This continues previous work dedicated to students' understanding of topics of two-variable functions in multivariable calculus courses. The model of the &quot;moments of study&quot; from the Anthropological Theory of the Didactic (ATD) is used to analyze the didactical organization of the topic of interest in a popular calculus textbook, and in a typical classroom presentation. In so doing we obtain information about the institutional dependence of findings in previous studies. [For the complete proceedings, see ED585874.]
Equal Access to Education: Forty Years of Title IX
Author: US Department of Justice
Date: 2012-06-23
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Females,Equal Education,Law Enforcement,Civil Rights,Sexual Harassment,Sexual Abuse,Athletics,High Schools,Higher Education,Educational Attainment,Civil Rights Legislation,Court Litigation

Passed by Congress on June 23, 1972, Title IX of the Education Amendments of 1972 bars sex discrimination in education programs and activities offered by entities receiving federal financial assistance. In the 40 years since its enactment, Title IX has improved access to educational opportunities for millions of students, helping to ensure that no educational opportunity is denied to women on the basis of sex and that women are granted &quot;equal opportunity to aspire, achieve, participate in and contribute to society based on their individual talents and capacities.&quot; However, despite the gains achieved in the last 40 years, inequalities in education persist. The Department of Justice (DOJ) is committed to pursuing the goal of equality in education through its continued enforcement of Title IX and other federal civil rights laws that prohibit discrimination based on sex. It strives to enforce laws that: (1) Ensure equal access to education; (2) Prevent sexual harassment and assault; and (3) Ensure equal opportunities in athletics. The DOJ also works to strengthen the requirements of these laws and enhance the public's understanding of their provisions, and it partners with other government agencies to enforce legal requirements and provides technical assistance to promote compliance with the law.
Critical Moments in Generalization Tasks. Building Algebraic Rules in a Digital Sign System
Author: Guerrero, Lourdes
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Algebra,Educational Technology,Technology Uses in Education,Secondary School Students,Mathematical Logic,Models,Standards,Secondary School Mathematics,Foreign Countries,Early Adolescents,Generalization

We report findings of research that deals with secondary students' interaction with a digital microworld, eXpresser. eXpresser is designed to support students in constructing general figural patterns of square tiles and expressing the algebraic rules that underlie them. Our focus is on the sense production that emerges as students use eXpresser. In order to analyze student productions, we adopt a semiotic perspective based on a broad notion of mathematical sign systems. We identify in the analysis, critical moments that illustrate the emergence of algebraic expression in eXpresser's alternative sign system. These moments are constituent elements of the process of deriving a general rule and support the development of the notions of dependent and independent variable. [For the complete proceedings, see ED585874.]
The Appalachian Region: A Data Overview from the 2012-2016 American Community Survey. Chartbook
Author: Pollard, Kelvin
Date: 2018-03-00
Type: Reports - Research
Subjects: Community Surveys,Population Distribution,Population Trends,Age Differences,Racial Differences,Ethnicity,Employment Patterns,Unemployment,Income,Poverty,Health Insurance,Disabilities,Migration Patterns,Veterans,Educational Attainment,Regional Characteristics,Geographic Regions,Housing,Labor Force,Family Structure

This study examines state- and county-level data for the Appalachian Region. The 11 chapters focus on: (1) Population Basics; (2) Age; (3) Race and Hispanic Origin; (4) Housing Occupancy, Tenure, and Type; (5) Education; (6) Labor Force, Employment, Unemployment, and Commuting Patterns; (7) Income and Poverty; (8) Health Insurance Coverage (9) Disability Status; (10) Migration; and (11) Veteran Status. Data come from the 2011-2016 American Community Survey (ACS) for the Appalachian region. Beginning with this year's chartbook, the data in Chapters 1 through 3 come not from the ACS, but instead from the postcensal population estimates from the Census Bureau's Population Division. This year's chartbook also includes data for several new subject areas. In addition to information on housing occupancy and tenure, Chapter 4 now also includes tables and maps on the type of housing units (such as single- or multiple-unit dwellings) and types of living arrangements (family households, nonfamily households, and group quarters) for residents in the Appalachian Region. Chapter 6 now includes information on commuting patterns (that is, travel time to and place of work) as well as labor force, employment, and unemployment patterns. Finally, in addition to tables and maps on income and poverty, Chapter 7 now also includes data on income-to-poverty ratios, which measure how closely Appalachian residents' incomes compare to the federal poverty threshold. The chartbook also includes two reference maps--one of the five Appalachian subregions and one of the five rural-urban county types. Both the subregions and county types are referenced throughout the report. [For the 2011-2015 Chartbook, see ED580141.]
How Do Students Create Opportunities to Learn Mathematics?: Representing Students in Research on Curriculum Use
Author: Jansen, Amanda
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics Curriculum,Mathematical Logic,Thinking Skills,Student Experience,Instructional Materials,Learner Engagement,Mathematics Teachers,Curriculum Design

The purpose of this paper is to argue for increased attention to students' experiences in research on mathematics curriculum. I call for examining students' roles in the process of curriculum use to complement studies of student data to assess the outcomes of curriculum use. I present a framework that illuminates students' roles in the process of curriculum use. [For the complete proceedings, see ED585874.]
From Specific Value to Variable: Developing Students&apos; Abilities to Represent Unknowns
Author: Marum, Timothy
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Grade 3,Grade 4,Grade 5,Pretests Posttests,Algebra,Elementary School Students,Mathematics Instruction,Elementary School Mathematics

Third- through fifth-grade students participating in a classroom teaching experiment investigating the impact of an Early Algebra Learning Progression completed pre- and post-assessments documenting their abilities to represent or describe unknown quantities. We found that after a sustained early algebra intervention, students grew in their abilities to represent related unknown quantities using letters as variables. [For the complete proceedings, see ED585874.]
Social Justice in a Mathematics Coaching Program: Coach Growth Progressions
Author: Erchick, Diana B.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Social Justice,Coaching (Performance),Faculty Development,Mathematics Instruction,Teaching Methods,Elementary Schools,Middle Schools,Teacher Attitudes,Program Effectiveness

In this paper we report on a project integrating social justice pedagogy in a professional development program training mathematics coaches to work in grades kindergarten through eight. The goal of our research was to study the coaches' growth in understanding of and commitment to social justice pedagogy in the mathematics classroom after participation in the social justice component of the three-year coaching training program. Findings reveal six progressions of coach growth. [For the complete proceedings, see ED585874.]
An Analytic Framework for Representational Fluency: Algebra Students&apos; Connections between Multiple Representations Using CAS
Author: Fonger, Nicole L.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Algebra,Educational Technology,Technology Uses in Education,Concept Formation,High School Students,Acceleration (Education),Equations (Mathematics),Problem Solving,Teaching Methods,Interviews

To better support students' conceptual understanding of algebra in the information age, we need an improved understanding of how students interpret connections between multiple representations using CAS as a representational toolkit. This research centers on the development of an analytic framework for categorizing students' connections between multiple representations, an indicator of students' representational fluency. Videotaped task-based interviews with high school algebra students solving equations using CAS were analyzed to generate the proposed analytic framework, which has a hierarchical structure based on the direction and purpose of students' translations between representations. [For the complete proceedings, see ED585874.]
Developing Elementary Teachers&apos; Pedagogical Content Knowledge of Rate-of-Change in Engineering Thermodynamics: A Design Study
Author: Middleton, James A.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Pedagogical Content Knowledge,Algebra,Calculus,Thermodynamics,Faculty Development,Barriers,Models,Concept Formation

The developing pedagogical content knowledge of elementary-certified teachers was supported in a course on concepts in algebra and calculus. Engineering thermodynamics was used as a domain through which participants could model rate-of-change for a variety of functions. The design of the professional development course is examined, and teachers' struggles and triumphs with course content described. Results show teachers' backgrounds in elementary algebra proved a barrier to their ability to treat relationships among variables as mathematical objects. Once these barriers were overcome rate-of-change served as a powerful support to model complex thermal applications that utilized rate-of-change as an index of efficiency. [For the complete proceedings, see ED585874.]
A Student Teacher&apos;s Support for Collective Argumentation
Author: Conner, AnnaMarie
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Persuasive Discourse,Student Teachers,Observation,Mathematics Instruction,Geometry,Mathematical Logic,Secondary School Mathematics

We observed a student teacher's practice as she taught one unit of instruction. Using a modification of Toulmin's (1958/2003) diagrams, we analyzed her support for collective argumentation by examining questions she asked, parts of arguments she contributed, and the kinds of warrants her students contributed. Our findings suggest reasons she was identified as an exemplary student teacher and support moves that may be applicable to other teachers' practice. [For the complete proceedings, see ED585874.]
The Gendering of Mathematics among Facebook Users in English Speaking Countries
Author: Forgasz, Helen
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Gender Issues,Sex Stereotypes,Information Technology,Mathematics,Sciences,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Student Attitudes,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests

Using an innovative recruitment tool, the social network site Facebook, survey data were gathered from samples of the Australian general public and from around the world. Views on the gendering of mathematics, science, and ICT were gathered. In this paper we report the findings from six of the 15 questions on the survey, and only from respondents in predominantly English-speaking countries. The findings reveal that the majority was not gender-stereotyped about mathematics and related careers. However, if a gendered view was held, it was overwhelming to endorse the male stereotype. Male respondents' views were more strongly gendered than were females'. [For the complete proceedings, see ED585874.]
An Elementary 3D Visualization Learning Trajectory
Author: Sack, Jacqueline
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Geometric Concepts,Visualization,Elementary School Mathematics,Elementary School Students,Visual Aids,Semiotics,Computer Interfaces,Computer Simulation,Problem Solving,Task Analysis

This research team has developed a learning trajectory on 3D visualization for elementary children. This paper focuses on the interchange among the three Spatial Operational Capacity framework representations, namely, 3D models, 2D conventional diagrams, and semiotic abstract representations, and the critical role of a dynamic computer interface that simulates the representations. The trajectory is described through an actions-on-objects (Connell, 2001) lens and the project's strong problem-solving approaches that are critical to its successful enactment. [For the complete proceedings, see ED585874.]
Understanding Proof and Transforming Teaching
Author: Reid, David A.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Validity,Mathematical Logic,Mathematics Instruction,Teaching Methods,Problem Solving,Elementary Secondary Education,Transformative Learning

This article reviews some key ideas about the nature of proof, kinds of proofs, and the way of reasoning called proving. This provides background for a discussion of the teaching of proof, in which some important aspects of teaching that support students' proving are described, and the ideas of a tool-box of accepted premises and local organization of knowledge are explored as ways to structure teaching. Finally, lessons learned from approaches to teaching proof and problem solving in the past are connected with the earlier discussions of understanding and teaching proof to suggest a transformation of proof teaching into proof based teaching, in which proof is a process of coming to understanding rather than a topic to be taught and learned. [For the complete proceedings, see ED585874.]