ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation Guidelines: Measures and Methods for the National Reporting System for Adult Education
Author: Office of Vocational and Adult Education (ED)
Date: 2016-02-00
Type: Tests/Questionnaires
Subjects: Adult Education,Accountability,Educational Legislation,Federal Legislation,Adult Literacy,Labor Force Development,Labor Legislation,Program Evaluation,Data Collection,Training,Technical Assistance,Research Methodology,Information Dissemination,Federal Government,State Government,Local Government,Government Role,Quality Control,Secondary Education,Postsecondary Education,Surveys,Individual Characteristics,Educational Attainment,Check Lists

The National Reporting System (NRS) is the accountability system for the federally funded, State-administered adult education program. It addresses the accountability requirements of the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act (WIA-P.L.105-220). This document presents (1) the NRS measures that allow assessment of the impact of adult education instruction, (2) methodologies for collecting the measures, (3) reporting forms and procedures, and (4) training and technical assistance requirements to assist States in collecting and reporting the measures. The remainder of this document presents NRS measures, methods, reporting requirements, and NRS data collection policies in greater detail. Chapter II presents definitions of all NRS measures and the methodologies for collecting them. Chapter III presents an overview of the NRS data collection framework and describes how information flows from the classroom and program to the State and Federal levels. Chapter III discusses the responsibilities of Federal, State, and local agencies in the data collection and reporting processes. Chapter IV discusses quality control procedures and recommendations for local student record systems to enable NRS reporting. There are three appendices. Appendix A offers a sample follow-up survey and model methodologies, Appendix B presents a copy of the Data Quality Standards Checklist, and Appendix C provides the NRS reporting tables.
School Climate and Bullying Prevention. School Climate Practice Brief
Author: Cohen, Jonathan
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Bullying,Prevention,Educational Environment,Educational Administration,Educational Change,Change Strategies,Educational Policy,Educational Legislation,Partnerships in Education

School climate reform, an evidence-based strategy, supports K-12 students, school personnel, parents/guardians, and community members learning and working together to promote pro-social education. Done well, these efforts will result in safer, more supportive, engaging, helpfully challenging and harmonious schools. This report summarizes how effective bully prevention efforts are essentially comprehensive school climate reform efforts that engage all stakeholders in understanding the school's vision for an ideal school environment. The essential elements of a school climate informed effort to prevent bullying behaviors include: (1) Educational leadership; (2) Engagement of the whole school community; (3) Assessment; and (4) Policies, laws, rules, and supports. Three strategies to guide effective practice include: (1) Creating and sustaining a school-wide, systemic effort; (2) Integrating and sustaining quality teaching and learning; and (3) Focusing on one-to-one/relational practices.
Broadening Perspectives on Mathematics Thinking and Learning. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, Illinois, November 14-17, 2013)
Author: Martinez, Mara V., Ed.
Date: 2013-11-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Mathematics Curriculum,Algebra,Number Concepts,Geometry,Measurement,Statistics,Probability,Mathematics Instruction,Learning Processes,Teacher Education,Knowledge Base for Teaching,Mathematics Teachers,Teaching Methods,Educational Technology,Technology Uses in Education,Research Methodology

These Proceedings are a written record of the research presented at the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2013) held in Chicago, Illinois, November 14-17, 2013. The theme of the conference is Broadening Perspectives on Mathematics Thinking and Learning. The Proceedings include papers from 1 plenary talk, 2 panel presentations, 68 research reports, 121 brief research reports, 208 posters, and 14 working groups. Chapters include:(1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Math Processes; (6) Statistics and Probability; (7) Student Learning and Related Factors; (8) Teacher Education and Knowledge; (9) Teaching and Classroom Practice; (10) Technology; (11) Theory and Research Methods; and (12) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC.]
School Climate and Adult Learning. School Climate Practice Brief
Author: Cohen, Jonathan
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,Adult Learning,Bullying,Prevention,Partnerships in Education,Change Strategies

The U.S. Department of Education, the Center for Disease Control and Prevention, the Institute of Education Sciences, President Obama's Bully Prevention Partnership, the U.S. Departments of Justice and Education's School Discipline Consensus Project, a growing number of State Departments of Education and foreign educational ministries support and/or endorse school climate renewal as a strategy to increase student learning and achievement, enhance school connectedness, reduce high school dropout rates, prevent bullying and other forms of violence, and enhance teacher retention rates. First, this brief summarizes research about the inter-relationship between positive school climate and adult learning and provides helpful and research-based adult learning strategies. Second, it examines a series of strategies that promote student learning and achievement as well as positive and sustained school climates.
School Climate and Moral and Social Development. School Climate Practice Brief
Author: Weissbourd, Richard
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,Moral Development,Social Development,Caring,Educational Strategies,Theory Practice Relationship,Teacher Student Relationship,Modeling (Psychology),Prosocial Behavior,Skill Development,Empathy,Conflict Resolution,Student Leadership,Accountability,Discipline

At the heart of positive school climate are strong relationships. Schools with positive climates have students and staff who are caring, respectful, and committed to their communities, both their immediate communities (e.g., school and neighborhood) and the broader world. These practices become part of the fabric of the school, permeating day to day interactions and instructional practices. This brief offers six strategies that schools can do to ensure that values of caring and respect live and breathe in the building, closing the gap between school rhetoric and reality.
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2011-12
Author: Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE)
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Adult Education,Family Literacy,Accountability,Adult Basic Education,Secondary Education,Enrollment,Literacy Education,Federal Programs,Grants,Academic Achievement,Program Effectiveness,Federal Aid,Employment,Outcome Measures,Adult Literacy,Labor Force Development,Labor Legislation

The Adult Education--Basic Grants to States program authorized under the&quot; Adult Education and Family Literacy Act of 1998&quot; (AEFLA), enacted as &quot;Title II&quot; of the &quot;Workforce Investment Act of 1998&quot; (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The Office of Career, Technical, and Adult Education (OCTAE) in the U.S. Department of Education (Department) established the National Reporting System for Adult Education (NRS) in program year (PY) 2000-01 to implement the accountability requirements of AEFLA and act as a reservoir of data collected under these measures. This report represents the 12th year of implementing the AEFLA requirements using the NRS. OCTAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OCTAE assisted states in meeting the congressionally enacted AEFLA standards by (1) providing technical assistance to improve data quality and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OCTAE also has provided specially designed technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States program is included in the annual report, as are aggregated data on national performance. [For the 2010-2011 annual report see ED584414.]
Documentation for the NCES Common Core of Data National Public Education Financial Survey (NPEFS), School Year 2013-14 (Fiscal Year 2014). Provisional File Version 1a. NCES 2016-302
Author: Cornman, Stephen Q.
Date: 2016-09-00
Type: Tests/Questionnaires
Subjects: Public Education,School Districts,Public Schools,Private Schools,Expenditures,State Departments of Education,Educational Finance,National Surveys,National Programs,Elementary Secondary Education,Data Collection,School Statistics,Public Policy,Educational Policy,Federal Government,State Government,Public Officials,Educational Research,Educational Researchers,News Media,Income,Average Daily Attendance,Educational Legislation,Federal Legislation,Federal Aid,Educational Administration,School Surveys,National Standards,Expenditure per Student

This documentation is for the provisional version 1a file of the National Public Education Financial Survey (NPEFS) for school year (SY) 2013-14, fiscal year 2014 (FY 14) conducted by the National Center for Education Statistics' (NCES) . It contains a brief description of the data collection, along with information required to understand and access the data file. The Common Core of Data (CCD) is a national statistical program that collects and compiles administrative data from state education agencies (SEAs) covering the universe of all public elementary and secondary schools and school districts in the United States. The NPEFS survey is one of six annual surveys that comprise the CCD. The other five surveys are the Public Elementary/Secondary School Universe Survey, the Local Education Agency Universe Survey, the State Nonfiscal Survey of Public Elementary/Secondary Education, the School District Finance Survey (F-33), and the School-Level Finance Survey (SLFS). The principal users of CCD data are the federal government, the education research community, state and local government officials (including school boards and LEA administrators), and the general public. Congress authorizes NCES to collect these data through the Education Sciences Reform Act of 2002 (20 U.S.C. § 9543). NCES and the Economic Reimbursable Surveys Division (ERD) of the U.S. Census Bureau collaborate to collect public education finance data, with the Census Bureau acting as the primary collection agent for the NPEFS survey. The NPEFS survey provides state-level aggregate finance data for revenues and expenditures for public elementary and secondary education. The NPEFS data are useful to (1) chief officers of state education agencies (SEAs), (2) policymakers in the executive and legislative branches of federal and state governments, (3) education policy and public policy researchers, (4) the press, and (5) citizens interested in information about education finance.
Investigating the Relationship between Teacher Professional Vision and Classroom Practices: A Case of Misalignment
Author: Dyer, Elizabeth B.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Teacher Attitudes,Beliefs,Video Technology,Thinking Skills,Discussion (Teaching Technique),Teacher Competencies,Teacher Education,High Schools,Attention,Secondary School Teachers,Mathematics Teachers,Clubs,Interviews

This paper investigates the relationship between teachers' professional vision and their classroom practices. In particular, the study finds that teachers with similar professional vision can have different classroom practices related to noticing and responding to student thinking. Data is drawn from a study in which teachers reflected on video online as well as collected video from their own classrooms. Analysis revealed two teachers with similar attention to student mathematical thinking when watching classroom videos. However, these teachers recalled noticing interesting moments of student thinking, made space for student thinking to emerge, and probed students' underlying understandings with different frequency in their classrooms. [For the complete proceedings, see ED584443.]
The Longitudinal Development of Unit Concepts in Area and Volume Measurement Contexts: A Case Study
Author: Eames, Cheryl L.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Longitudinal Studies,Concept Formation,Elementary School Students,Interviews,Mathematical Concepts,Mathematics Instruction,Multiplication,Measurement,Teaching Methods,Geometry,Spatial Ability,Freehand Drawing,Case Studies

This report describes the longitudinal development of one student, Drew, in terms of his unit concepts in area and volume measurement situations across Grades 2 through 5. Data were collected during individual interviews and an open-response assessment within the context of a four-year longitudinal teaching experiment. Results indicate that Drew's use of unit developed over time with respect to identifying and operating on composite units. In addition, his understanding of the conceptual link between the iteration of a composite unit and the application of multiplication in both area and volume measurement contexts developed gradually. Furthermore, changes in his use of unit in an area measurement context often precipitated changes in his use of unit in a volume measurement context. [For the complete proceedings, see ED584443.]
Equivalence and Equation Solving with Multiple Tools: Toward an Instructional Theory
Author: Fonger, Nicole L.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Equations (Mathematics),Problem Solving,Mathematical Concepts,Educational Theories,Mathematics Activities,Task Analysis,Class Activities,Educational Research,Teaching Methods,Grade 9,Algebra,Preservice Teacher Education,Instructional Innovation

This research study was specifically concerned with the development, testing, and revision to an instructional theory for studying the mathematical concepts of equivalence and equation solving with multiple representations and multiple tools. Following a design research approach, a collaborative teaching experiment was conducted with a ninth-grade algebra teacher in which instruction was guided by a specifically designed sequence of tasks, techniques using paper-and-pencil and computer algebra systems (CAS), and theory on a hypothesized progression of learning. Retrospective analyses of data informed revisions to a resulting progression of learning and activity sequence that are being tested with pre-service secondary mathematics teachers. [For the complete proceedings, see ED584443.]
Investigating Integer Addition and Subtraction: A Task Analysis
Author: Bofferding, Laura
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Task Analysis,Addition,Subtraction,Numbers,Preservice Teachers,Preservice Teacher Education,Protocol Analysis,Interviews,Problem Solving,Number Concepts,Learning Processes,Learning Strategies,Mathematical Aptitude,Knowledge Level,Pedagogical Content Knowledge,Elementary Secondary Education,Student Teacher Attitudes

Fifteen elementary and secondary teacher candidates solved sixteen integer addition and subtraction problems during think-aloud interviews. Investigators further probed participants' solution strategies as well as what they noticed first when starting a new problem. Task analyses of participants' solutions led to the creation of two distinct maps detailing the procedural relations among and conceptual elements underlying the six problem types. The task analysis results indicate that participants relied on procedural knowledge and had weak strategic knowledge with little focus on number values in their four main solution strategies. These findings highlight possible areas for instruction to support conceptual understanding. [This research was funded by a Purdue Research Foundation Year-long Grant. For the complete proceedings, see ED584443.]
Small Group to Whole Group Sharing of Ideas in an Elementary Geometry Class Utilizing Technology
Author: Dalton, Sara K.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Small Group Instruction,Large Group Instruction,Geometry,Elementary School Mathematics,Grade 4,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Mathematics Instruction

This research reports on data and analysis investigating the sharing of ideas and strategies from the level of a small group to the level of the whole class (and vice versa) in a fourth grade mathematics classroom utilizing digital technology. This research takes a sociocultural perspective positioning meaning and learning as shaped by mediational means which can drive or suppress the transition of ideas and strategies from the small group to the whole class and vice versa. The three potential mediational forces are: social, technological, and pedagogical. The digital technology of focus is a research version of Sketchpad® Explorer on the iPad. Using this specific technology, in conjunction with connectivity, students can interact with and manipulate dynamic constructions in a small group that can then be sent to a shared classroom space to be analyzed and discussed at the level of the whole class. [For the complete proceedings, see ED584443.]
The Relationships between Students&apos; Uses of Technology, Their Tasks and the Arguments They Create
Author: Smith, Ryan C.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Correlation,Grade 8,Persuasive Discourse,Geometry,Spatial Ability,Mathematical Logic,Mathematics Tests,Discussion (Teaching Technique),Protocol Analysis,Transcripts (Written Records),Middle School Students

Recent policy initiatives indicate that students should develop expertise in constructing viable arguments, engage in meaningful mathematical tasks, and strategically use appropriate tools, including technology. However, little research has been conducted that specifically examines the interplay between these three activities. The purpose of this paper is to describe the relationship between eighth grade students' uses of technology, the tasks in which they engage and how these relationships influence students' arguments. Findings indicate that specific types of tasks elicited certain uses of technology, and there seemed to be a relationship between the use of technology and the structure of the argument. [For the complete proceedings, see ED584443.]
Promoting Student Questions in Mathematics Classrooms
Author: Kemmerle, Melissa
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,High School Students,Secondary School Mathematics,Mathematics Teachers,Mathematics Instruction,Classroom Communication,Questioning Techniques,Discussion (Teaching Technique),Student Centered Learning,Student Participation,Case Studies,Coding,Algebra,Calculus,Comparative Analysis,Modeling (Psychology)

Question asking is an important part of the learning process. One of our goals as educators is to encourage students to ask questions that focus on developing conceptual knowledge. To do this, we first need to better understand the factors involved in student question asking. This study looks in depth at one high school mathematics teacher who promotes rich, mathematical question asking among her students. She does this by creating a safe learning environment, shifting responsibility to learn onto her students, by modeling good question asking, and through explicitly valuing sense-making. This study hopes to help teachers and educators think about how to promote more student questions in mathematics classrooms. [For the complete proceedings, see ED584443.]
An Analysis of Algebra Content in the Finland and Taiwan Elementary School Mathematics Textbooks
Author: Lo, Jane-Jane
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Algebra,Elementary School Mathematics,Textbooks,Cross Cultural Studies,Textbook Content,Content Analysis,Teaching Methods,Mathematical Logic,Mathematical Concepts

The major purpose of this study was to examine the similarities and differences in the contents of algebra topic in selected elementary school mathematics textbooks of Finland and Taiwan. The mathematics curriculum market leaders of Finland and Taiwan, Laskutaito and Kang Hsuan, were examined using content analysis method. Results show that while both textbook series introduce the early algebra through arithmetic and numerical reasoning, they differ from each other in terms of the use of patterning tasks. Furthermore, there is a significant difference in the representation forms of problems used in these textbooks and the use of contextual problems. Implications related to mathematics textbooks' design and teaching are discussed along with suggestions for future studies. [For the complete proceedings, see ED584443.]
Young Students&apos; Explorations of Growing Patterns: Developing Early Functional Thinking and Awareness of Structure
Author: Beatty, Ruth
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Primary Education,Kindergarten,Grade 1,Grade 2,Intervention,Teaching Methods,Pretests Posttests,Interviews,Mathematical Logic,Mathematical Concepts,Algebra,Concept Formation,Prediction

This study explored the development of early functional thinking in fifteen Kindergarten to Grade 2 students. As part of a teaching intervention that emphasized the co-variation between position numbers and number of items in each position of linear growing patterns, students were given a pre and post interview assessment to document their ability to predict the NEXT, NEAR and FAR terms of a pattern. Results of the interviews indicated that young students have the capability to recognize the relationship between two sets of values. Results also suggest that the recognition of visual and numeric structure in patterns influenced the extent to which students were able to reason recursively or explicitly. Finally, nine of the students developed the &quot;perceptual agility&quot; (Lee, 1996) to perceive the pattern in two ways. A &quot;rows&quot; perception was aligned with recursive reasoning, while a &quot;columns&quot; perception was aligned with explicit reasoning. [For the complete proceedings, see ED584443.]