ethanporcaro/eric-fulltext-meta huggingface dataset:
K-2 &quot;Make It Count&quot; Students' Views of Mathematics
Author: Leder, Gilah
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Primary Education,Indigenous Populations,Kindergarten,Grade 1,Grade 2,Foreign Countries,Student Surveys,Mathematics Instruction,Mathematics Skills,Beliefs,Rating Scales,Age Differences,Reading

Data from an attitude survey administered to students in grades K-2 from four schools participating in the &quot;Make it Count&quot; project are reported in this paper. Few differences were found in the attitudes and beliefs of the Indigenous and non-Indigenous participants. The relevance of these findings for students' longer term mathematics performance is also considered.
Curriculum Leadership: Reforming and Reshaping Successful Practice in Remote and Regional Indigenous Education
Author: Jorgensen, Robyn
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Indigenous Knowledge,Leadership Effectiveness,Leadership,Instructional Leadership,Curriculum Development,Telephone Surveys,Interviews,Educational Change,School Effectiveness,Rural Schools,School Administration,Foreign Countries

The importance of leadership in changing schools and building quality programs is the focus of this paper. While leadership is often seen as a management aspect of school life, the role of leadership in curriculum change may be quite different from that of school leadership visa-vis the principal. In small remote schools where there are many factors impacting on school reform, this paper explores curriculum leadership where the schools successfully performed against numeracy benchmarks. Features of curriculum leadership are drawn from these cases to develop a framework for considering effective leadership in remote Indigenous contexts.
Developing Teacher Understanding of Early Algebraic Concepts Using Lesson Study
Author: Hunter, Jodie
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematical Concepts,Concept Teaching,Faculty Development,Training Methods,Transformative Learning,Reflection,Thinking Skills,Elementary School Teachers,Problem Solving,Learning Strategies,Instructional Materials,Teacher Attitudes,Foreign Countries

This paper reports on the use of lesson study as a professional development tool. In particular the paper focuses on the way in which the teachers increased their understanding of how tasks, classroom activity and teacher actions scaffolded student learning of early algebraic reasoning of equivalence and the commutative principle. Teacher voice is used to illustrate how lesson study cycles caused the teachers to reflect and review their own understandings of early algebraic concepts and how their students considered the concepts.
Developing a Culture of Collaboration
Author: Lamb, Janeen
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Faculty Development,Organizational Culture,Collegiality,Teacher Collaboration,Communities of Practice,Longitudinal Studies,Mathematics Instruction,Mathematics Teachers,Teacher Competencies,Interviews,Teacher Attitudes,Secondary School Teachers

This paper explores the role of professional learning community and collegial discussion as important supports for developing teacher expertise in the teaching and learning of mathematics in rural and remote regions of Queensland, Australia. The research reported in this paper is from the first year of a longitudinal research and development project. Findings suggest that teachers in rural and remote schools with a small number of mathematics teachers may benefit from access to the mathematics professional learning community of a larger rural school.
Mathematical Proficiency and the Sustainability of Participation: A New Ball Game through a Poststructuralist Lens
Author: Klein, Mary
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Sustainability,Mathematical Aptitude,Student Participation,Classroom Techniques,Educational Practices,Learner Engagement,Learning Processes,Change Strategies,Educational Strategies,Foreign Countries

In Australia we face a serious problem in that over the last twenty years the quality of students' mathematical knowledge and abilities has &quot;deteriorated to a dangerous level&quot; (Brown, 2009, p. 3). Too few students want to study further mathematics and are &quot;unlikely to continue its study voluntarily&quot; (Commonwealth of Australia, 2008) or pursue careers where high levels of mathematical proficiency are needed. In this paper I make use of the poststructuralist notion that &quot;proficiency&quot; is a state of being daily constituted in classroom practice to (a) at a theoretical level, rethink how it might be ignited and sustained, (b) analyse contemporary interactional strategies that commonly though unknowingly obviate expressions of proficiency and (c) through a combined psychological/poststructuralist lens, nominate three (3) tentative indicators of instructional practice necessary for students to achieve and maintain a state of being &quot;proficient&quot; as defined in the Australian curriculum: mathematics (Australian Curriculum Assessment and Reporting Auathority [ACARA], 2010). It is hoped that an additional, poststructuralist reading of the complexity and tenuous productivity of the learning process might interrupt commonly held assumptions that currently inform research on proficiency in mathematics.
Get into Vocational Education (GIVE): Motivating Underperforming Students
Author: Kidman, Gillian
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Vocational Education,Student Motivation,Low Achievement,Elementary School Students,Integrated Activities,Integrated Curriculum,Self Efficacy,Relevance (Education),Academic Persistence,Academic Achievement,Classroom Environment,Teacher Expectations of Students,Educational Practices,Educational Strategies,Motivation Techniques,Foreign Countries,Interviews,Likert Scales,Focus Groups,Vignettes

This study explores the effects of a vocational education-based program on academic motivation and engagement of primary school aged children. The Get Into Vocational Education (GIVE) program integrated &quot;construction&quot; and the mathematics, English and science lessons of a Year 4 primary classroom. This paper focuses on investigating the components of the GIVE program that led to student changes in mathematical academic motivation and engagement resulting in outstanding gains in NAPLAN Numeracy results. The components proposed to have contributed to effectiveness of the GIVE program are: teacher and trainer expectations, task mastery and classroom relationships. These findings may be useful to researchers and educators who are interested in enhancing students' mathematical academic motivation.
Professional Learning for Teaching Assistants and Its Effect on Classroom Roles
Author: Hurst, Chris
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Classroom Techniques,Indigenous Knowledge,Faculty Development,Teacher Workshops,Pedagogical Content Knowledge,Self Efficacy,Mathematics Instruction,Communities of Practice,Semi Structured Interviews,Mathematics Achievement,Elementary School Mathematics,Teacher Aides,Pilot Projects,Teacher Role,Foreign Countries

The Swan Valley Cluster of schools for the Make It Count project identified the professional learning of teachers and teaching assistants as a key factor in improving numeracy outcomes for urban Indigenous children. Initial training for assistants began in late 2010 and took the form of workshops based on a modified First Steps in Mathematics Number program. It was continued in 2011 and lead to a pilot program in training assistants to plan for targeted mathematics learning for individuals and small groups of children. This paper reports on the success of the pilot with regard to the improved confidence and ability of the assistants to assume greater responsibility for teaching, as well their development as integral members of professional learning communities.
Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms
Author: Hunter, Roberta
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Inquiry,Mathematics Instruction,Teaching Skills,Preservice Teachers,Discussion (Teaching Technique),Methods Courses,Video Technology,Documentation,Journal Writing,Student Attitudes

How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse routines, enacted in iterative cycles of guided rehearsals, disrupted previous beliefs about teaching and learning mathematics and led to them more confidently respond in pedagogically appropriate ways.
Teaching and Learning in Oakland Community Schools. Knowledge Brief
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Community Schools,Program Implementation,Models,School Districts,Outcomes of Education,Educational Indicators,Academic Achievement,Educational Environment,Learning Readiness,Barriers,Educational Practices,Intervention,Educational Trends,Educational Opportunities,Attendance,Discipline,Parent School Relationship

This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. Community schools aim to address students' needs, and promote a positive school climate in which students are ready to learn and teachers are supported to provide quality instruction which, in turn, improves student attendance, behavior, and achievement. Previous research has demonstrated that student and family participation in support services--a key feature of community schools--is often associated with improved student outcomes. Additionally, the structures and systems of community schools--for example, leadership, partnerships, and coordination--may enhance the integration of these services as fundamental components of the life and academic mission of the school, ultimately bolstering their ability to affect student outcomes. This brief focuses on site staffs' perceptions and experiences of how the community school model supports student, teacher, and school outcomes. In addition, we incorporate analysis of school-level outcomes using OUSD administrative data for these schools and the district as a whole to identify shifts in leading indicators of student academic engagement and performance, as well as school climate. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, &quot;Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families,&quot; see ED573279. For the accompanying Knowledge Briefs, &quot;Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief,&quot; see ED573276; for &quot;Organizational Structures to Support Oakland Community Schools. Knowledge Brief,&quot; see ED573281; and for &quot;Integrated Services and Supports in Oakland Community Schools. Knowledge Brief,&quot; see ED573283.]
Defining Integrated Student Supports for Linked Learning Pathways. Knowledge Brief
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Integrated Services,Student Personnel Services,Academic Support Services,Access to Education,Career Readiness,Education Work Relationship,College Readiness,Competency Based Education,Mastery Learning,Workplace Learning,Program Implementation

This document outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to &quot;services&quot; or &quot;programs&quot; but extend to enabling resources and social conditions, including, for example, attention to school culture and climate issues, access to physical and behavioral health interventions, and the communicated beliefs and mindsets of all adults who work with youth. We begin to specify from the relevant reform literature, as well as from the experience of key Linked Learning intermediaries, an emerging definition of &quot;integrated student supports&quot; that (a) captures critical elements of effective implementation, (b) contributes to instructional capacity in schools, and (c) advances equitable access to learning opportunities within Linked Learning pathways.
An Implementation Study of the Art in Action Program
Author: Biag, Manuelito
Date: 2015-11-13
Type: Reports - Research
Subjects: Art,Program Implementation,Case Studies,Art Education,Visual Arts,Elementary Secondary Education,Semi Structured Interviews,Art Activities,Art History,Artists,Creativity,Art Expression,Art Materials,School Community Programs,Mixed Methods Research,Research Design,Studio Art,Art Teachers,Public Schools,Parochial Schools,Urban Schools,Rural Schools,Suburban Schools,Charter Schools,Exhibits,Youth,Adults

Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as particular art styles and techniques. Students then apply the concepts they learned to create original works of art. Art in Action's curriculum is sequential and builds upon previous skills taught, while also introducing new material, artists, vocabulary, and techniques. Art in Action partnered with the Gardner Center in a year-long, qualitative, implementation study of its program in Bay Area schools and beyond to better understand how its curriculum is implemented within and across schools, how youth and adults perceive and experience the program, and the conditions that either hinder or support implementation. This study examined five schools in the San Francisco Bay Area, four schools outside this region, and three schools that previously partnered with Art in Action but no longer implement the program. The following are appended: (1) Sample of Student Art Work; (2) Interview Protocols; (3) Classroom Observation Instrument; and (4) Lesson Observations in Bay Area Schools. [For the Executive Summary, see ED573282.]
Organizational Structures to Support Oakland Community Schools. Knowledge Brief
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Community Schools,School Districts,Instructional Leadership,Leadership Styles,Cooperation,Partnerships in Education,Educational Strategies,Student Personnel Services,Integrated Services,Program Implementation,Educational Planning,Coordination,Educational Cooperation

This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. This brief highlights findings related to essential structures and systems to support OUSD community schools, specifically examining the areas of &quot;collaborative leadership, strategic partnerships, and coordination.&quot; While community schools frameworks vary across the country, scholars and practitioners agree that certain key structures and practices are necessary to successfully achieving desired school and student outcomes. Research also suggests that the ability of student services and supports--a key strategy of community schools--to effect student outcomes often depends on the quality of their integration as fundamental components of the life and academic mission of the school. The organizational features discussed in this brief are designed to facilitate deeper integration of community school services and supports, ultimately supporting improved student outcomes. This brief aims to illuminate how these elements function in practice to support effective community school implementation in Oakland. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, &quot;Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families,&quot; see ED573279. For the accompanying Knowledge Briefs, &quot;Teaching and Learning in Oakland Community Schools. Knowledge Brief,&quot;see ED573277; for &quot;Organizational Structures to Support Oakland Community Schools. Knowledge Brief,&quot; see ED573281; for &quot;Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief,&quot; see ED573276; and for &quot;Integrated Services and Supports in Oakland Community Schools. Knowledge Brief,&quot; see ED573283.]
An Implementation Study of the &quot;Art in Action Program&quot;. Executive Summary
Author: Biag, Manuelito
Date: 2015-11-00
Type: Reports - Research
Subjects: Art,Art Education,Visual Arts,Art Activities,Program Implementation,Art History,Artists,Creativity,Art Expression,Art Materials,School Community Programs,Art Products,Elementary Secondary Education,Research Design,Studio Art,Art Teachers

Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as particular art styles and techniques. Students then apply the concepts they learned to create original works of art. Art in Action's curriculum is sequential and builds upon previous skills taught, while also introducing new material, artists, vocabulary, and techniques. Art in Action partnered with the Gardner Center in a year-long, qualitative, implementation study of its program in Bay Area schools and beyond to better understand how its curriculum is implemented within and across schools, how youth and adults perceive and experience the program, and the conditions that either hinder or support implementation. The study described in this executive summary examined five schools in the San Francisco Bay Area, four schools outside this region, and three schools that previously partnered with Art in Action but no longer implement the program. This report provides an overview of the study's findings as well as further details about the study's findings and key areas for consideration. [For the full report, see ED573280.]
Integrated Services and Supports in Oakland Community Schools. Knowledge Brief
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Community Schools,School Districts,Integrated Services,Models,Program Implementation,Health,Wellness,Educational Opportunities,Family Involvement,Parent Participation,Student Personnel Services,Alignment (Education),Instructional Leadership,Cooperation,Partnerships in Education,Coordination,Learning Readiness,Time Factors (Learning),Outcomes of Education

This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. This brief highlights findings related to integrated service delivery in OUSD community schools, specifically examining services related to health and wellness, expanded learning, and family engagement. Previous research has demonstrated that student and family participation in such support services is often associated with improved student outcomes. While student services take many forms, research shows that integration is key to successful implementation. Integration entails both combining and coordinating a range of student supports to facilitate seamless service provision, as well as incorporating these supports as fundamental components of the life and academic mission of a school. [The Gardner Center would like to acknowledge our OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For the main report, &quot;Oakland Unified School District Community Schools: Understanding Implementation Efforts to Support Students, Teachers, and Families,&quot; see ED573279. For the accompanying Knowledge Briefs, &quot;Oakland Unified School District Community Schools: Supporting Students, Teachers, and Families. Knowledge Brief,&quot; see ED573276; for &quot;Teaching and Learning in Oakland Community Schools. Knowledge Brief,&quot; see ED573277; and for &quot;Organizational Structures to Support Oakland Community Schools. Knowledge Brief,&quot; see ED573281.]
Influences of Metacognitive and Self-Regulated Learning Strategies for Reading on Mathematical Literacy of Adolescents in Australia and Singapore
Author: Kaur, Berinderjeet
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Metacognition,Reading Achievement,Mathematics Achievement,Regression (Statistics),Teaching Methods,Adolescents,Cross Cultural Studies,Cultural Differences,Learning Strategies,Self Control,Memorization,Student Characteristics,Socioeconomic Status,Correlation,Predictor Variables,Least Squares Statistics,Statistical Analysis

This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of metacognitive learning strategies and control strategies for reading on mathematical literacy of adolescents in Australia and Singapore. In contrast, the two components of self-regulated learning strategies for reading--memorization and elaboration--had negative influences on mathematical literacy of adolescents in Australia and Singapore.
Supporting Secondary Novices' Efforts to Implement Student- and Discourse-Centred Pedagogical Practices
Author: Lewis, Gary
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Mathematics Teachers,National Standards,Teacher Competencies,Mathematics Instruction,Preservice Teachers,Interviews,Observation,Video Technology,Teaching Methods

Novice secondary mathematics teachers attempting teaching consonant with NCTM (1991) Professional Standards for Teaching Mathematics experience stresses related to those attempts. Foremost among those stresses are challenges while orchestrating student-centred, whole-class discussions. Such discussions can create uncertainty and stress as novices consider students' mathematical ideas, ask questions to push the class' thinking forward, and choose between multiple competing directions that such discussions may take. Novices' self-reports suggest social resources, particularly teacher learning communities, offer promising support for attempting such teaching.