ethanporcaro/eric-fulltext-meta huggingface dataset:
Gesture Types for Functions
Author: Herbert, Sandra
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Nonverbal Communication,Secondary School Students,Computer Simulation,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Computer Uses in Education,Educational Technology,Interviews,Logical Thinking,Video Technology,Concept Formation

This paper reports on the different gesture types employed by twenty-three Year 10 students as they endeavoured to explain their understanding of rate of change associated with the functions resulting from two different computer simulations. These gestures also have application to revealing students' understanding of functions. However, interpretation of gesture is problematic but classification of gestures assisted in the analysis of the video-recorded interviews probing participants' conceptions of rate of change. This paper builds on the classifications reported in previous research. Five additional gesture types are presented, which provide insights into students' thinking about rate of change, and hence functions. [This study is part of the RITEMATHS project.]
The Progress of Grade 1 Students Who Participated in an Extending Mathematical Understanding Intervention Program
Author: Gervasoni, Ann
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Mathematics Instruction,Learning Problems,Knowledge Level,Program Effectiveness,Mathematics Achievement,Foreign Countries,Mathematics Skills,Numeracy,Computation,Addition,Subtraction,Multiplication,Acceleration (Education),Pretests Posttests

The &quot;Extending Mathematical Understanding&quot; (EMU) Program is a specialised mathematics program that aims to accelerate the learning of Grade 1 students who struggle with learning school mathematics. Forty-two students participated in an EMU Program in 2010 as part of the &quot;Bridging the Numeracy Gap&quot; (BTNG) project. Analysis of students' mathematics knowledge at the beginning of the EMU Program highlighted how diverse was this group of students. The students' mathematics knowledge was assessed again at the beginning of the following year in order to evaluate the effectiveness of the program for accelerating learning. Overall the students made very good progress and their learning was maintained. [The research reported in this paper was funded by the Australian Government as part of the &quot;Bridging the Numeracy Gap in Low SES and Indigenous Communities&quot; Project.]
Challenges in Responding to Scaffolding Opportunities in the Mathematics Classroom
Author: Ferguson, Sarah
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Scaffolding (Teaching Technique),Educational Opportunities,Knowledge Base for Teaching,Appropriate Technology,Mathematical Concepts,Prior Learning,Teacher Response,Sequential Approach,Interviews,Teaching Methods,Cognitive Objectives,Performance Factors,Case Studies,Observation,Elementary School Students,Elementary School Teachers,Foreign Countries

This paper reports on a study that explored the use of cognitively challenging tasks with low-attaining mathematics students and in particular, their teachers' attempts at scaffolding. A major finding was that responding appropriately to scaffolding opportunities was challenging for the teachers. In this paper two main factors are discussed which impacted on the teachers' responses to scaffolding opportunities: teacher knowledge of appropriate tools and representations for particular mathematical concepts, and teacher response to student prior knowledge and understanding.
Interpreting Graphs: Students Developing an Understanding of Covariation
Author: Fitzallen, Noleine
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Computer Software,Graphs,Mathematics Instruction,Interviews,Mathematical Concepts,Foreign Countries,Video Technology,Computer Uses in Education,Educational Technology,Mathematical Logic

Students' development of an understanding of covariation was the focus of a research project that investigated the way in which 12 Year 5/6 students engaged with the learning environment afforded by the graphing software, &quot;TinkerPlots.&quot; Using data generated from individual interviews, the results demonstrate that upper primary students use their understanding of covariation to draw conclusions about trends in data evidenced in the graphs they created as well as their knowledge of the context. Implications for the Australian Curriculum are considered. [This research is funded by an APA(I) Scholarship associated with an ARC Linkage Project LP0560543 and the industry partner, Department of Education, Tasmania.]
Young Pedestrians' Gendering of Mathematics: Australia and Spain
Author: Forgasz, Helen
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Gender Differences,Sex Stereotypes,Beliefs,Community Surveys,Community Attitudes,Equal Education,Comparative Education,Statistical Distributions,Sex Role

People aged 20-39 were stopped in the streets of Victoria (Australia) and Madrid (Spain) to gauge their views on the gendering of mathematics. The findings suggested that for respondents from both countries, if stereotyped beliefs are held they were more strongly associated with the traditional male stereotype, that is, that males are considered more suited to pursuits in mathematics. However, in general, the Spanish respondents held stronger views than the Australians that mathematics was gender neutral, that is, that it, and related fields, are equally suited to males and females.
The State We're In: 2014. A Report Card on Public Education in Illinois
Author: Advance Illinois
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Preschool Education,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Public Schools,Private Schools,Enrollment,Racial Differences,Ethnic Groups,Low Income Groups,Limited English Speaking,Special Education,Financial Support,Tuition,Expenditure per Student,Operating Expenses,Access to Education,At Risk Students,Teacher Effectiveness,Educational Environment,Screening Tests,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,College Readiness,Career Readiness,Courses,College Attendance,Graduation Rate,Paying for College,Remedial Instruction,Academic Persistence,Achievement Gap

This report measures Illinois' educational performance from early childhood through postsecondary education. It tracks how students have performed during the past decade and how that performance compares with students in other states. The state knows that improvement does not happen overnight. By tracking what happens to students over time, Illinois can continuously refine strategies to support them. This report examines six key data measures that make up the rungs of Illinois' ladder to college success, which spans preschool to postsecondary completion. They show the numbers of: (1) Children starting school kindergarten-ready; (2) 4th-graders proficient in reading; (3) 8th-graders proficient in math, a critical measure of preparedness for high school; (4) High school students graduating college- and career-ready; (5) High school students enrolling in postsecondary education; and (6) High school students persisting through postsecondary education. After showing where Illinois stands on the rungs of the ladder to college success, this report examines the data supporting each rung in more detail, with special attention to changes over time, and gaps in achievement by race, ethnicity and income. To assess how well Illinois educates its students, the state tracks 55 metrics grouped into three categories: (1) early education; (2) K-12; and (3) postsecondary. These metrics not only assess student outcomes but also measure learning conditions and leading indicators that often change before student outcomes improve. Data for each metric show: (1) Current performance; (2) Past performance; (3) Leading states and Illinois' comparative national rank; and (4) Equity gaps by race and ethnic origin, as well as income and special education status where available. [For the previous report, &quot;The State We're In: 2012. A Report Card on Public Education in Illinois,&quot; see ED573243.]
Turkish Version of Employment Hope Scale: The Validity and Reliability Study
Author: Akin, Ahmet
Date: 2013-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Validity,Test Reliability,Turkish,Factor Analysis,Correlation,Teachers,Construct Validity,Factor Structure,Foreign Countries,Employment,Psychological Patterns

The aim of this research is to examine the validity and reliability of the Turkish version of the Employment Hope Scale (EHS; Hong et al. 2012). The sample of this study consisted of 398 (235 female and 163 male) teachers. The results of confirmatory factor analysis demonstrated that the six items loaded on one factors and the one-dimensional model was well fit (x[superscript 2] = 215.29, df = 63 p = 0.00, RMSEA = 0.078, NFI = 0.95, NNFI = 0.95, CFI = 0.96, IFI = 0.96, RFI = 0.92, GFI = 0.93, AGFI = 0.88, and SRMR = 0.040). The internal consistency coefficients of two subscales were 0.85 and 0.90 respectively, for the overall scale was.93. In the concurrent validity significant relationship (r = 0.37) was found between the Employment Hope Scale and Career Adaptability and Optimism Scale. The t-test results differences between each item's means of upper 27% and lower 27% points were significant. The corrected item-total correlations of EHS ranged from 0.55 to 0.78. Overall findings demonstrated that this scale is a valid and reliable instrument for assessing the employment hope. EHS can be utilized in various areas like workforce management, social policies and leadership research.
The Four-Day School Week: An Examination of Long-Term Student Achievement at the Middle and Secondary Levels
Author: Fagergren, Peter J.
Date: 2003-02-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: School Schedules,Academic Achievement,Middle School Students,Secondary School Students,Achievement Tests,Standardized Tests,School Districts,Comparative Analysis,Educational Indicators,Data Analysis,Scores,Outcomes of Education,Hypothesis Testing,Rural Schools,Small Schools,Effect Size,Longitudinal Studies,Cohort Analysis,Questionnaires,Statistical Analysis

Academic achievement under a four-day school week is compared to the traditional five-day school week. Test scores from the CAT [California Achievement Test], ITBS [Iowa Test of Basic Skills], TASK [Stanford Test of Academic Skills], SAT [Stanford Achievement Test], TAP [Tests of Academic Proficiency], and MAT [Metropolitan Achievement Test] were analyzed for a fifteen year period: the five years before the four-day school week, five years on the four-day school week, and then the five-years immediately off the four-day school week. Adequate Yearly Progress (AYP) was measured in grades eight, eleven, and twelve in reading, mathematics, and language subject areas. The data support the interpretation that the majority of students made AYP across the fifteen year period, with no detrimental effects to standardized test score results.
Transforming Teacher Work: For a Better Educated Tomorrow
Author: Advance Illinois
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Teacher Responsibility,Models,Teacher Collaboration,Teacher Administrator Relationship,Participative Decision Making,Faculty Development,Career Development,Foreign Countries,Barriers,Educational Innovation

This paper tells the story of what must be done to make teaching in Illinois look more like the ever-evolving careers available in today's most innovative industries. This report was developed in collaboration with Advance Illinois' Educator Advisory Council (EAC)--a group of award-winning teachers who have been recognized for moving Illinois toward such a future. These teachers--and hundreds like them--tell the story of how students benefit when teachers are empowered as leaders, innovators, and avid learners. Herein, models for transforming teacher work and steps and resources required for success are described through the use of four guideposts: (1) Effective Collaboration; (2) Shared Leadership &amp; Responsibility; (3) Professional Learning &amp; Continuous Growth; and (4) Elevated &amp; Evolving Careers.
Illinois' Transition to New Assessments, Spring 2015
Author: Advance Illinois
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,State Standards,Standardized Tests,College Readiness,Career Readiness,Mathematics Achievement,Language Arts,Academic Achievement,Elementary Secondary Education,Thinking Skills,Problem Solving,Writing Evaluation,Feedback (Response),Formative Evaluation,Alignment (Education),Grades (Scholastic),College Students,Student Placement

In the spring of 2015, Illinois students will take new state assessments that, like the new Illinois Learning Standards, challenge them to think deeply, write often and defend their reasoning--all skills they will need in the world. The Partnership for the Assessment of Readiness for College and Career (PARCC) covers math and English Language Arts in grades 3 through high school. This replaces old standardized tests--specifically, the Illinois Standards Achievement Tests given in grades three through eight, and the Prairie State Achievement Exam in high school. This one-page chart shows how Illinois' old and new state assessments compare.
Singapore Students' Performance on Australian and Singapore Assessment Items
Author: Ho, Siew Yin
Date: 2012-07-00
Type: Reports - Research
Subjects: Foreign Countries,Academic Achievement,National Competency Tests,Mathematics Tests,Test Items,Problem Solving,High Stakes Tests,Exit Examinations,Comparative Education,Elementary School Students,Grade 6,Word Problems (Mathematics)

This study describes Singapore students' (N = 607) performance on a recently developed Mathematics Processing Instrument (MPI). The MPI comprised tasks sourced from Australia's NAPLAN and Singapore's PSLE. In addition, the MPI had a corresponding question which encouraged students to describe how they solved the respective tasks. In particular, the investigation considers two tasks the cohort found difficult to solve--a relatively complex task from the Singaporean item bank and a novel task from the Australian tasks.
Funding Expectations
Author: Advance Illinois
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School District Spending,School District Wealth,Funding Formulas,Educational Resources,Educational Finance,Public Schools,Expectation,Financial Problems,Finance Reform,Low Income Students

Illinois confronts a financial crisis that threatens its capacity to implement the state's long-fought-for plan for improving our education system. Two-thirds of our school districts are now deficit-spending. Districts have dismissed at least 6,400 educators and aides, closed schools, lengthened bus routes, and reduced programs in everything from art to foreign language. For the first time, the majority of Illinois schools serve 40 percent or more low-income students. The financial strain is greatest for disadvantaged districts with little local wealth and large concentrations of low-income students. This report brings new light to the crucial topic of school funding. It explains the shortfalls of our current funding system and lays bare the inequities in how we have handled recent funding shortfalls. It goes on to provide insight into how we might alter the funding formula so that limited state education dollars are directed where they are most needed.
Too Many Tests, Too Much Time: A New Opportunity to Create a More Streamlined Approach, Spring 2015
Author: Advance Illinois
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Standardized Tests,Testing,Time Management,State Standards,Educational Change,Educational Administration

Standardized assessments long have played a role in public education. For much of that time, they have been faulted as too time-consuming, too restrictive, and too removed from real teaching and learning. The shift to new standards and assessments turns the page on this. Illinois put in place the new Illinois Learning Standards to make clear what students must know and be able to do at every step from kindergarten through high school. When we have new standards, we need new ways to understand how our students progress on them. That is why Illinois created a new assessment system rooted in the standards to ensure what is tested reflects what is taught. This opens the door for districts--the driver of most testing--to reduce the number of assessments that students take. This brief discusses Illinois' shift to new standards and assessments. Topics in this brief include the following: (1) the number of standardized tests students take; (2) the need to create a state assessment system that truly supports instruction to enable districts to reduce local testing; (3) opportunities to streamline assessments through the use of the new state assessment system, PARCC; and (4) how fewer assessments result in less concern about testing time.
Standards, Assessments &amp; Opting Out, Spring 2015
Author: Advance Illinois
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Standardized Tests,Legislators,Student Rights,Standards,Evaluation,Elementary Secondary Education

In the spring, Illinois students will take new state assessments that reflect the rigor and relevance of the new Illinois Learning Standards. But some classmates will sit out and join the pushback against standardized testing. Opt-out advocates raise concerns about over-testing, and the resulting toll on students as well as the impact on classroom instruction. While this underscores real concerns, it risks marginalizing low-performing students who could be pushed out and distracts from efforts to continually improve a state assessment system that supports teaching and learning. This brief document highlights: states that recognize a student's right to opt out and those that do not; two opt-out bills that Illinois legislators will consider; an unintended consequence opt-out has for students; and how opt-out distracts from improvement efforts.
Should I Stay or Should I Go? Maximizers versus Satisficers
Author: Buri, John R.
Date: 2008-08-00
Type: Reports - Research
Subjects: Marriage,Measures (Individuals),Decision Making,Comparative Analysis,Scores,Undergraduate Students,Correlation,Statistical Analysis,Likert Scales

In the present study, university students were presented a scenario in which a married couple was struggling in their marriage. These students were asked how likely it is that they would stay in a difficult marriage like the one described in the scenario. Each student also completed Schwartz's (2004) Maximization Scale. High scorers on this scale (i.e., maximizers) tend to search for &quot;the best&quot; alternative when making a decision. As a result, they are prone to buyers remorse. On the other hand, low scorers (i.e., satisficers) are less likely to experience post-decision regret. In the present study, maximizers (compared to satisficers) reported that they were more likely to leave a difficult marriage.
Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields
Author: Nix, Samantha
Date: 2015-06-00
Type: Journal Articles
Subjects: STEM Education,Mathematics Skills,Longitudinal Studies,Gender Bias,Gender Differences,Beliefs,Self Efficacy,Sex Stereotypes,High School Students,Student Surveys,Parent Surveys,Teacher Surveys,Administrator Surveys,Career Development,Females,Probability,Majors (Students),Academic Ability,Grade 10,Grade 12,Student Characteristics,Family Characteristics,Course Selection (Students)

Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how &quot;perceived ability under challenge&quot;--in particular in mathematics domains--influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees.
Every Student Counts. The State We're in: 2016-2017. A Report on Public Education in Illinois
Author: Advance Illinois
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Public Education,Early Childhood Education,Elementary Secondary Education,Higher Education,Educational Assessment,Educational Indicators,School Readiness,College Readiness,Graduation Rate,Educational Needs,Educational Improvement,English Language Learners,Access to Education,Low Income Students,Achievement Gap,Educational Legislation,Educational Finance,Financial Problems,Educational Objectives

Illinois has set an ambitious target: 60% of working adults will hold a college degree or credential by 2025, as research suggests that at least 60% of jobs will require some type of educational credential past high school. Today, only 50% of the state's working adults hold college credentials. This report takes a snapshot of Illinois state's education systems: (1) early education; (2) K-12; and (3) higher education. There is a focus on progress toward the &quot;60 by 25&quot; goal. Reaching the goal will require expanding current strategies, identifying new strategies and holding the state accountable for results on benchmarks to college and career success. Now in its fifth edition, this report also highlights promising practices that could be replicated, or scaled up, to accelerate the state's progress toward 60 by 25. With a combination of state action and local effort, this goal can be achieved. The metrics and projections in this report offer to help Illinois more clearly envision a day when every child has a fair shot at completing college and achieving a productive career. [For the previous report, &quot;The State We're In: 2014. A Report Card on Public Education in Illinois,&quot; see ED573252.]