ethanporcaro/eric-fulltext-meta huggingface dataset:
Entering the &quot;New Frontier&quot; of Mathematics Assessment: Designing and Trialling the PVAT-O (Online)
Author: Rogers, Angela
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Tests,Student Evaluation,Computer Assisted Testing,Test Validity,Accuracy,Test Items,Test Construction,Innovation,Reliability,Primary Education,Elementary School Mathematics,Item Response Theory,Effect Size,Foreign Countries

As we move into the 21st century, educationalists are exploring the myriad of possibilities associated with Computer Based Assessment (CBA). At first glance this mode of assessment seems to provide many exciting opportunities in the mathematics domain, yet one must question the validity of CBA and whether our school systems, students and teachers are ready to harness this form of assessment. The most obvious advantages of CBA are the speed and accuracy of accessing results and the opportunities for innovative item development. This paper will aim to highlight how several factors can obstruct the validity and reliability of this assessment mode, particularly at an item level. These threats to validity must be carefully considered by test designs to ensure CBA is used effectively in primary school mathematics classrooms.
Coordination of Fractional Quantities: Cueing of Resources, Constraints, and Effect of Numeric Structure
Author: Ramful, Ajay
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Mathematical Logic,Computation,Interviews,Mathematics Skills,Video Technology,Problem Solving,Fractions,Grade 7,Case Studies

While previous work in the domain of proportional reasoning has primarily focused on the coordination of integer quantities, this study investigates how students coordinate fractional quantities. Fine-grained analysis of two seventh graders' responses to a set of systematically designed proportional tasks, shows how their knowledge of multiplication and division from the domain of integers affords them the necessary resources to coordinate the fractional quantities. Further, it succinctly shows how the numeric feature of the fractional quantities cues and constrains them.
Students' Understanding of Conditional Probability on Entering University
Author: Reaburn, Robyn
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Statistical Inference,Statistics,Probability,Introductory Courses,College Students,Mathematical Concepts,Coding

An understanding of conditional probability is essential for students of inferential statistics as it is used in Null Hypothesis Tests. Conditional probability is also used in Bayes' theorem, in the interpretation of medical screening tests and in quality control procedures. This study examines the understanding of conditional probability of students entering an introductory applied statistics unit at an Australian university. These students answered questions that tested their ability to interpret conditional statements in two-way tables and their ability to discern the difference between a conditional statement and its inverse in written form. They also answered questions to determine if they held the time-axis fallacy.
Pre-Service Teachers' Understanding of Measures of Centre: When the Meaning Gets Lost?
Author: Reaburn, Robyn
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematical Concepts,Measurement,Statistics,College Mathematics,Foreign Countries,Questionnaires

Measures of centre (the mean, median and mode) are fundamental to the discipline of statistics. Yet previous research shows that students may not have a thorough conceptual understanding of these measures, even though these statistics are easy to calculate. This study describes the findings of a study of pre-service teachers' ideas of measure of centre. The results indicate that while some participants had ideas about these statistics that were valid; a substantial proportion displayed little understand of these measures.
Preschool and School Educators Noticing Young Children's Mathematics
Author: Perry, Bob
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Skills,Preschool Teachers,Elementary School Teachers,Primary Education,Early Childhood Education,Mathematics Education,Faculty Development,Observation,Reflection

This paper reports on how one of the major outcomes from a long term mathematics education professional development project involving educators from preschools and the early years of school in South Australia is being used by these educators to notice young children's mathematics. The educators use &quot;Reflective Continua&quot; to guide their reflection and planning for this learning. The paper explores the use of learning stories as a link between the &quot;Reflective Continua,&quot; the educators' noticing of children's mathematics and both the strands and competencies of the new &quot;Australian Curriculum-Mathematics&quot; and the outcomes of the &quot;Early Years Learning Framework for Australia.&quot;
Working at the Intersection of Research and Practice: A Perspective on the Study and Improvement of Mathematics Lessons
Author: Shimizu, Yoshinori
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Foreign Countries,Teaching Methods,Teacher Improvement,Faculty Development,Mathematical Concepts

Given the distinctive characteristics of Japanese mathematics lessons found by the international studies and the subsequent focus of the attention to Lesson Study in mathematics education community, the author discusses the relationships between the scientific studies and improvement of mathematics teaching and learning from an insider's perspective. Reflecting on how mathematics educators have been struggling with studying the complex phenomena called &quot;lesson&quot; in the Japanese context, it is argued that orchestrating the scientific goal of building theories and the goal of improving teaching and learning of mathematics is the key to a synergy between research and the more practical knowledge of the craft of teaching.
Working Together for Student Achievement. 6th Biennial Joint Report
Author: Washington State Board of Education
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Boards of Education,Academic Achievement,Standards,Superintendents,Futures (of Society),Strategic Planning,Educational Legislation,Elementary Secondary Education,Accountability,Educational Objectives,Educational Policy,School Districts,Teacher Recruitment,College Readiness,Achievement Gap,Governance,Career Readiness,Civics,Citizenship Responsibility,Educational Indicators,Educational Change,Graduation Requirements,Vocational Education,High School Equivalency Programs,Alternative Assessment,Program Implementation,Alignment (Education),Preservice Teachers,Faculty Development

The Washington State Board of Education (SBE) and the Professional Educator Standards Board (PESB) submitted this 6th biennial joint report to the Governor, Legislative Education Committees, and Superintendent of Public Instruction. The report outlines the collaborative work of the Boards, highlights accomplishments, and provides goals and strategies that will guide the Boards' future work. The following are appended: (1) State Board of Education Members; and (2) Professional Educator Standards Board Members. [For the prior report: &quot;Working Together for Student Achievement. 5th Biennial Joint Report&quot;, see ED565370.]
Performance of Former-ELL Students on Washington High Stakes Assessments: Research into Performance of Former-ELL Students on Washington's English-Only Assessments and Implications for Policy
Author: Washington State Board of Education
Date: 2014-10-00
Type: Reports - Research
Subjects: English Language Learners,High Stakes Tests,Elementary School Students,Middle School Students,High School Students,Reading Achievement,Mathematics Achievement,Achievement Tests,Graduation Rate,Achievement Gains,Educational Policy,State Policy,Public Policy,Accountability,Research Needs

This document reports on the academic performance of the two most rapidly growing subgroups in Washington: English Language Learners (ELLs) and Former ELLs, but the emphasis here is on the latter. These two student groups have some unique qualities that pose some serious challenges to accountability systems. This research was initiated by State Board of Education staff to serve three overarching purposes: (1) What are the performance characteristics of the Former-ELL subgroup in proficiency? What do we see in proficiency, student growth, and graduation rates? (2) Policy Implications. What are the state and federal policy implications regarding accountability and assessment of ELL and Former-ELL students? (3) What are areas indicated for further research? The unit-of-analysis for this project is, at its most granular, the building level. These findings suggest additional research questions which can only be answered by further analysis, particularly through disaggregation of student-level data. Appended to the report are: (1) Detailed Tabular Results; (2) Group Differences Supported by t-Tests; and (3) Glossary &amp; Acronyms.
Accountability and Virginia Public Schools, 2016-2017 School Year
Author: Virginia Department of Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Accountability,Public Schools,Academic Achievement,Academic Standards,Student Needs,Accreditation (Institutions),Federal Legislation,Educational Legislation,Benchmarking,Graduation,State Standards

This document offers a brief guide to understanding Virginia's system for holding schools accountable for raising student achievement. Virginia's accountability system supports teaching and learning by setting rigorous academic standards--known as the Standards of Learning (SOL)--and through annual statewide assessments of student achievement. Results from these tests--which most students take online- are used by the commonwealth to identify schools in need of assistance and to inform parents and the public about the progress of schools through the awarding of annual accreditation ratings. The Virginia Board of Education revised its accreditation standards in 2015 to better inform the public about the progress of schools toward meeting the commonwealth's high expectations for student learning and achievement. The achievement levels required for a rating of Fully Accredited did not change. New &quot;Partially Accredited&quot; ratings, however, now differentiate schools that are close to full accreditation, or that are making acceptable progress, from those that are not. The new Every Student Succeeds Act (ESSA) designates 2016-2017 as a transition year during which the U.S. Department of Education issues final regulations and states develop implementation plans. The new law and the provisions of each state's plan to implement ESSA go into full effect with the beginning of the 2017-2018 school year. As Virginia transitions to the new law, the Annual Measurable Objectives (AMOs) established by the state Board of Education under Virginia's No Child Left Behind (NCLB) flexibility waiver no longer apply to most schools but will factor in the identification of Priority and Focus schools for 2016-2017.
Learning from the Implementers in a Design Experiment
Author: Toh, Tin Lam
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Mathematics Instruction,Problem Solving,High School Students,Secondary School Mathematics,Foreign Countries,Learning Modules

In a design experiment, the feedback from the teacher-implementer is crucial to the success of the innovation simply because the teacher is finally the one that brings the innovation to life in front of the students. We describe in this paper the feedback made by the teacher-implementer after teaching one cycle of the problem solving module in a mainstream school, and the modifications the researchers and the teacher-implementer have made in our design of the module to fit into the requirement of the school.
Bringing Research on Students&apos; Understanding into the Classroom through Formative Assessment
Author: Stacey, Kaye
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Formative Evaluation,Mathematics Instruction,Middle School Students,Educational Research,Mathematics Tests,Developmental Stages,Error Patterns,Misconceptions,Reflection,Foreign Countries

&quot;Specific Mathematics Assessment that Reveal Thinking&quot; (abbreviated as &quot;smart tests&quot;) provide an on-line formative assessment of middle years students. They aim to put information from research on students' understanding directly into the hands of teachers, by providing quick automated diagnosis of learning for all students in a class. The Reflection test is used as an example to describe item presentation, evidence identification, and reporting to teachers, and highlight how pedagogical content knowledge can be built. [Additional funding for this project was received from the Victoria Department of Education and Early Childhood, and the Catholic Education Office (Melbourne).]
Teachers' Decisions about Mathematics Tasks When Planning
Author: Sullivan, Peter
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Decision Making,Mathematics Instruction,Foreign Countries,Curriculum,Teaching Methods,Learning Activities,Elementary School Mathematics,Elementary School Teachers,Secondary School Teachers,Faculty Development

At some stage when planning, teachers make decisions about the mathematics tasks they will pose and how they will structure lessons. It seems, though, that these decisions are complex, and that this complexity has been underestimated by curriculum developers and teacher educators. The following is a report of data collection that simulated some of these planning decisions. The results suggest that teachers may need support in matching tasks to curriculum content statements, in articulating the purposes of tasks, and in considering how tasks might be used to address differences in student readiness. [Additional funding was provided by New South Wales (NSW) Department of Education and Training, Victorian Curriculum and Assessment Authority, Catholic Education Office Melbourne and the Australian Curriculum Assessment and Reporting Authority. The project is collaboration between Monash University, Australian Catholic University, University of Sydney, University of Technology Sydney, University of Newcastle, and the University of Melbourne.]
Positive Feelings towards the Learning of Mathematics for Low Achievers
Author: Tong, Cherng Luen
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Low Achievement,Mathematics Instruction,Grade 7,Foreign Countries,Teaching Methods,Student Attitudes,Positive Attitudes,Mathematics Achievement,Educational Games,Resistance (Psychology)

A common area of difficulty and frustration for low achieving students is the operations involving negative numbers. The main objective of our innovations in this area with two classes of Year 7 low achieving students was to develop positive feelings towards mathematics, in particular of an appreciation for the &quot;reasonableness&quot; and clear visualisation of the negative numbers &quot;in action&quot;.
iPads: Improving Numeracy Learning in the Early Years
Author: Spencer, Peta
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Mathematics Instruction,Numeracy,Mathematics Achievement,Student Motivation,Foreign Countries,Preschool Children,Statistical Analysis,Pretests Posttests,Technology Uses in Education,Technological Advancement,Electronic Learning,Educational Games,Experimental Groups,Control Groups

The concept of mobile technologies is now an emergency theme in educational research, yet the playing of these edutainment applications and their impact on early childhood learning needs to be fully explored. This study highlights current research and explores how iPads improve student learning. It also examines how the introduction of iPads, affects children's motivation and self-efficacy towards numeracy learning. These findings contribute to the positive use of iPads to foster children's development in numeracy.
Primary Teachers' Algebraic Thinking: Example from Lesson Study
Author: Vale, Colleen
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Elementary School Teachers,Mathematics Teachers,Algebra,Problem Solving,Foreign Countries,Mathematical Logic,Thinking Skills,Mathematics Instruction,Teacher Improvement,Faculty Development

Previous studies have reported on primary children's algebraic thinking and generalising in a range of problem settings but there is little evidence of primary teachers' knowledge of algebraic thinking. In this paper the development in algebraic thinking of one primary teacher who taught a research lesson in a Japanese Lesson Study project involving teachers from three primary schools is presented. The findings suggest the need for professional learning in algebra and reasoning and indicate the value of Lesson Study.
Students Understanding of Everyday English and Kimberley Kriol in Mathematics Classroom
Author: Treacy, Kaye
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Indigenous Populations,Creoles,English,Mathematical Concepts,Mathematics Teachers,Numeracy,Foreign Countries,Kindergarten,Grade 1,Grade 2,Primary Education

Forty-seven Aboriginal students in the Kimberley were interviewed in English and Kimberley Kriol to investigate their understanding of &quot;everyday&quot; words used within mathematics classrooms. The results showed that some of the Kindergarten and pre-primary students had difficulty with both the Kriol and English words, indicating they need to learn concepts associated with these words. The research also showed that many of the Year 3 students understood most of the Kriol words, but still needed to learn some of the commonly used English words and phrases.
Scaffolding Cards: A Strategy for Facilitating Groups in Problem Solving
Author: Toh, Pee Choon
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Mathematics Instruction,Mathematics Teachers,Foreign Countries,Heuristics,Scaffolding (Teaching Technique),Mathematics

Problem solving task design is not only the design of a non-routine problem to be solves by the students. Our task design also requires a supporting document, the practical worksheet, which would act as a cognitive scaffold for the students in the initial stages of the problem solving process before they can internalize the metacognitive strategies and automate the use of these strategies when faced with a new problem. A further enhancement of the scaffolding that can be provided by the teacher as she facilitates forty or more students working on the practical worksheet is a set of scaffolding cards. In this paper, we describe the cards and the preliminary use of these cards to facilitate problem solving for teachers in a professional development workshop.
Certificate Structure Study: Do Stackable Certificates Really &quot;Add&quot; up to a Degree? Research Report 17-2
Author: Washington State Board for Community and Technical Colleges
Date: 2017-01-00
Type: Reports - Research
Subjects: Community Colleges,Technical Institutes,Student Certification,Employment Potential,Educational Attainment,Outcomes of Education,Career Development,Student Characteristics,Demography,Cohort Analysis,Age,Racial Differences,Gender Differences,Wages,Salary Wage Differentials,Credentials

The purpose of this study is to answer key questions about the structure of certificates and their function in employability and degree attainment in the Washington State Community and Technical College (CTC) System. Specifically, this study addresses the following: (1) Do certificates play a role in helping students progress along career pathways over time? (2) What is the demographic profile of students by type of certificates? (3) How many and what types of certificates are being produced? and (4) What is the earning attainment by type of certificates? Two years of cohorts contained a total of 34,525 unduplicated students (13,880 in 2006-07 and 20,645 in 2011-12). Students were grouped into three distinct completion categories, those who earned degrees and certificates; those who only earned degrees; and those who only earned certificates. Student longitudinal transcript data was analyzed to see if there was a pattern of students moving in and out of the education system along career pathways. Findings suggest that students are not stacking credentials to move in and out of educational pathways. There is not enough guidance given and attention paid to getting community college students in a program and through the first year, even though students often enter college lacking clear goals. If there was better guidance and fewer choices students may move more easily toward degree completion. An increasing number of colleges are working to solve this problem with the creation of the Guided Pathways Initiative, based on three things. First, faculty are creating road maps, which provide students with a clear program sequence. Second, mechanisms are put in place to encourage students to develop clear educational goals. Third, advising and frequent feedback are embedded within the program. Early alerts ensure students are supported before things are too far out of hand (Jenkins &amp; Cho, 2013). A bibliography is included.
The University of North Carolina Report on Expanding Access to Higher Education through State-Funded Distance Education Programs
Author: University of North Carolina General Administration (UNC-GA)
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Universities,Higher Education,Access to Education,Distance Education,State Aid,Educational Finance,Cost Effectiveness,Needs Assessment,Enrollment Rate,Educational Development,College Credits,Online Courses,Academic Degrees,Student Characteristics

Legislation in 1998 provided enrollment funding for UNC distance education. This report documents the growth of UNC distance education programs and their role in meeting the high priority education and economic development needs of the State. As highlighted in the Executive Summary and documented throughout this report, state enrollment funding for UNC off-campus and distance education degree-credit instruction is achieving its intended effect of expanding access to higher education for North Carolina citizens unable to relocate or travel to a UNC campus and reducing the demand on limited on-campus enrollment capacity. The enrollment funding has enabled UNC campuses to make crucial investments in faculty training, staff support, and information technology that are needed to offer high-quality instruction in a rapidly evolving and expanding distance education environment. Instructional quality is paramount in developing these distance education opportunities, and policies and assessment procedures are in place to assure this. Costs of instruction are monitored carefully, and ongoing attention is being given to developing cost-effective programs through efficient use of information technology and collaboration and coordination among UNC campuses. UNC distance education programs are planned with the goal of raising the educational attainment level of North Carolinians and thus improving their economic and social well being. Careful needs assessments are conducted before programs are developed, and programs authorized are those that would be most beneficial for the economic growth and vitality of North Carolina communities. Consultation with other state partners (e.g., the North Carolina Community College System, public school systems, Area Health Education Centers [AHEC], and professional associations) in planning and delivering quality distance education programs is a high priority.