ethanporcaro/eric-fulltext-meta huggingface dataset:
Decentering to Build Asset-Based Learning Trajectories
Author: Ellis, Amy B.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Trajectories,Mathematics Education,Teaching Methods,Learning Processes,Mathematics Instruction,Student Attitudes,Teacher Student Relationship,Pedagogical Content Knowledge,Educational Change,Epistemology,Problem Solving,Grade 8,Freehand Drawing,Learning Strategies

The development and use of learning trajectories is a body of research that has made enormous contributions to the field of mathematics education, offering insight into the teaching and learning of topics at all levels. Simultaneously, the work of building learning trajectories can benefit from explicitly adopting an anti-deficit stance, incorporating ways to center student voices from an asset-based perspective. In this paper I propose two related constructs to support this work: decentering and second-order models. In decentering, researchers work to set aside their own knowledge to understand students' reasoning as viable. This can support models of student mathematics that position student thinking as rational, powerful, and productive. I provide one example of the work of decentering and discuss ways to build learning trajectories that emphasize students' strengths and competencies. [For the complete proceedings, see ED630210.]
The Role of Learning Progressions in &quot;Democratizing&quot; Students&apos; Access to Algebra
Author: Blanton, Maria
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Trajectories,Access to Education,Algebra,Mathematics Education,Elementary School Students,Instructional Innovation,Instructional Design,Teaching Methods,Learning Processes,Comparative Analysis,Thinking Skills,Generalization,Mathematical Concepts

Learning progressions have become an important construct in educational research, in part because of their ability to inform the design of coherent standards, curricula, assessments, and instruction. In this paper, I discuss how a learning progressions approach has guided our development of an early algebra innovation for the elementary grades and provide examples of how this approach can help challenge a settled mathematics learning status quo about the kind of algebra students can learn, when they can learn it, and how all students can be successful. Empirically derived learning progressions are an important part of designing early algebra innovations that can open new curricular pathways for teaching and learning algebra, creating accessible and effective avenues of learning for all students. [For the complete proceedings, see ED630210.]
Evidence for Social and Emotional Learning in Schools
Author: Greenberg, Mark T.
Date: 2023-03-00
Type: Information Analyses
Subjects: Social Emotional Learning,Evidence,Educational Research,Evidence Based Practice,Preschool Education,Elementary Secondary Education,Outcomes of Education,Research Needs,Public Health,Adult Education

The notion of educating the &quot;whole child&quot; generally includes at least the abilities to (1) develop healthy personal relationships; (2) treat others with respect and dignity; (3) develop the cognitive capacity to solve problems and think creatively; (4) succeed in postsecondary education and the labor market; and (5) be a contributing citizen in a democracy. To nurture these capacities, schools should be healthy, caring spaces that create a climate of support for equitable pathways for children to reach these goals while also creating a challenging and dynamic learning environment. Social and emotional learning (SEL) is critical for the development of these capacities. In 2017, the National Commission on Social, Emotional, and Academic Development convened a 28-member Council of Distinguished Scientists to examine the relevant evidence regarding SEL across a range of disciplines. The council concluded that social and emotional competencies are essential to learning; positive development; and success in school, careers, and life. Its report cited research over the past two decades that has demonstrated the impact of SEL on a variety of child outcomes, including children's well-being, behavior, and academic outcomes. High-quality SEL programming also has been found to have a positive impact on teachers and other staff and leads to improvements in school culture and climate. This report reviews the findings from 12 independent meta-analyses covering hundreds of studies of school-based SEL programs, presents the evidence on the effects of social and emotional learning programs in PreK-12 schools, and considers the next steps for research in SEL. [This study was supported by the Whole Child Policy Table, an LPI project funded by the Carnegie Corporation of New York, Chan Zuckerberg Initiative, William and Flora Hewlett Foundation, Harmony and Inspire at National University, Pure Edge, Inc., and the Wallace Foundation. For the research brief, see ED630375.]
Evidence for Social and Emotional Learning in Schools. Research Brief
Author: Greenberg, Mark T.
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Evidence,Educational Research,Evidence Based Practice,Preschool Education,Elementary Secondary Education,Outcomes of Education,Research Needs,Public Health,Adult Education

There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning (SEL) programs. The report on which this brief is based reviews the findings from 12 meta-analyses of school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students' social, emotional, behavioral, and academic outcomes in PreK--12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables. [This study was supported by the Whole Child Policy Table, an LPI project funded by the Carnegie Corporation of New York, Chan Zuckerberg Initiative, William and Flora Hewlett Foundation, Harmony and Inspire at National University, Pure Edge, Inc., and the Wallace Foundation. For the full report, see ED630374.]
The Prime Number Theorem as a Mapping between Two Mathematical Worlds
Author: Norton, Anderson
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Arithmetic,Elementary School Students,Addition,Multiplication,Cognitive Processes,Number Concepts,Validity,Mathematical Logic

This paper frames children's mathematics as mathematics. Specifically, it draws upon our knowledge of children's mathematics and applies it to understanding the prime number theorem. Elementary school arithmetic emphasizes two principal operations: addition and multiplication. Through their units coordination activity, children construct two mathematical worlds: an additive world and a multiplicative world. Understanding how children might map between their additive and multiplicative worlds provides insights into the prime number theorem. It also helps us appreciate the power of children's mathematics, constructed through the coordination of their own mental actions. [For the complete proceedings, see ED630210.]
Middle School Students&apos; Mature Number Sense Is Uniquely Associated with Grade Level Mathematics Achievement
Author: Kirkland, Patrick K.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Number Concepts,Fractions,Arithmetic,Mathematics Achievement,Computation,Correlation,Addition,Mathematics Skills

Students exhibiting mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Reys et al., 1999; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000, 2014), students' mature number sense and its nomological network are not yet well specified. For example, how does students' mature number sense relate to their knowledge of fractions and their grade-level mathematics achievement? We analyzed 129 middle school students' scores on measures of mature number sense, fraction and decimal computation, and grade-level mathematics achievement. We found mature number sense to be measurably distinct from their fraction and decimal knowledge and uniquely associated with students' grade-level mathematics achievement. [For the complete proceedings, see ED630210.]
Exploring the English Language Comprehension, Reading Fluency, and Executive Functions of Spanish-English Bilingual Adolescents with Reading Difficulties
Author: Weaver, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Tests,Achievement Tests,Intelligence Tests,Verbal Ability,Vocabulary,Elementary School Students,Emergent Literacy,Reading Fluency,Cognitive Ability,Abstract Reasoning,Cognitive Tests,Executive Function,Bilingualism,Spanish,English (Second Language),Second Language Learning,Second Language Instruction,Reading Difficulties,Reading Comprehension,Grade 6,Grade 7,Grade 8,Classification,Longitudinal Studies,Reading Instruction,Instructional Design,Measures (Individuals)

This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined by low reading comprehension yet adequate word reading. Participants (N = 86) were categorized using multiple measures of reading comprehension and word reading in each of 6th, 7th, and 8th grade. Participants were also categorized based on persistent difficulties (i.e. remaining in the same group across multiple grades). On two measures of language comprehension, readers with either difficulty tended to demonstrate significant weaknesses relative to average readers. On passage reading fluency, readers with specific-reading comprehension difficulties performed worse than average readers but better than readers with general reading difficulties. On executive functions, readers with general reading difficulties demonstrated weaknesses relative to average readers, but there was little evidence that readers with specific-reading comprehension difficulties showed these weaknesses. These findings typically held when looking at readers with persistently defined difficulties. Longitudinal analyses indicated that 47% of students with S-RCD and 56% of students with GRD remained in their group across the three years, consistent with prior research. Findings highlight potential weaknesses in executive functions for children with general reading difficulties that should be considered when designing instruction for these students. These findings also support prior research on the importance of developing English language and reading fluency for Spanish-English bilingual children with reading difficulties. [This article was published in &quot;Reading &amp; Writing Quarterly&quot; (EJ1344195).]
Empathy, Equity, Empowerment: 2023 Report of the Central States Conference on the Teaching of Foreign Languages
Author: Glynn, Cassandra, Ed.
Date: 2023-00-00
Type: Collected Works - Proceedings
Subjects: Empathy,Equal Education,Empowerment,Cultural Awareness,Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Social Justice,Inclusion,Class Activities,Advocacy,Curriculum Development,Ethics,Virtual Classrooms,Faculty Development,Student Evaluation,Evaluation Methods,Music,French,Pronunciation,Mathematics Achievement,Mandarin Chinese,Immersion Programs,Language Tests,Language Proficiency,Teacher Workshops

The 2023 Central States Conference on the Teaching of Foreign Languages was held in Columbus, Ohio on March 9-11. This year's theme, Empathy, Equity, and Empowerment is reflective of the vital work educators do in classrooms every day across the country. The Wikipedia definition of empathy is &quot;the capacity to understand or feel what another person is experiencing from within their frame of reference, that is, the capacity to place oneself in another's position.&quot; The most basic job as language educators is to develop that empathy in and through students using language and intercultural understanding. These are not just vital to understanding other countries, but vital to understanding neighbors, colleagues, families, and the students that walk the hallways and fill the classrooms. The 2023 conference offered over 10 workshops and more than 150 sessions focused on inclusivity, equity, social justice, classroom activities, teaching strategies, curriculum development, assessment, intercultural competence, advocacy, and technology. [For the 2022 report, see ED623038.]
Higher Education Financial Education Resources Updates. 2023
Author: Financial Literacy and Education Commission (FLEC) (DOT)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Financial Education,Financial Literacy,Educational Resources,Decision Making,Paying for College,Cost Effectiveness,Student Loan Programs,Outcomes of Education,Career Choice,Money Management,Debt (Financial),Students,Student Financial Aid

In addition to career training and preparation, institutions of higher education can foster opportunities for financial education and promote access to resources for financial decision-making. Educational experiences can play a role in preparing and informing students about their financial decisions and the impact of financial choices they face as students and later in life to set them on a path of long-term financial well-being. Members of the Financial Literacy and Education Commission (FLEC) Working Group on Higher Education, with input from other FLEC members, compiled resources to provide useful information to program leaders, educators, financial aid professionals, and students. The FLEC published higher education reports in 2015 (ED601934) and 2019 (ED601920), and this factsheet represents an update to those publications, highlighting newly-available resources. This resource is meant for students and their families as well as educational institutions that may be guiding students as they make some of these financial decisions. This document focuses on: (1) resources to assist students when making decisions about pursuing higher education, such as the cost-benefit of college, strategies to reduce student loans, and decisions about financial returns of different career paths; and (2) resources for after graduation, including guidance for managing expenses and debt servicing, and more.
Fostering Belonging, Transforming Schools: The Impact of Restorative Practices
Author: Darling-Hammond, Sean
Date: 2023-05-00
Type: Reports - Research
Subjects: Discipline,Behavior Problems,Student Behavior,Suspension,Expulsion,Racism,Conflict Resolution,Peer Mediation,Justice,Educational Practices,Academic Achievement,Outcomes of Education,Middle School Students

Many schools use exclusionary discipline--such as suspensions and expulsions--to deter students from misbehaving and to protect students from the harms associated with exposure to student misbehavior. Research indicates that, while often implemented with good intentions, exclusionary discipline increases (rather than deters) misbehavior and risks of dropout and juvenile and adult incarceration. Research has also detected racial disparities in how exclusionary discipline is applied. In response, schools have implemented restorative practices, which include proactive practices to inculcate conflict resolution skills and strengthen community bonds (for example, through community-building circles) and responsive practices to resolve conflicts and repair relationships (for example, through mediation and harm-repair circles). Proponents argue that because these practices address root causes of student misbehavior while reducing exclusionary approaches, they have the potential to ameliorate racial disparities while enhancing school climates, academic engagement, and academic performance. A review of extant quantitative research surfaces a critical distinction between restorative programs and restorative practices. Restorative &quot;programs&quot; offer various kinds of training to staff to help them learn to use restorative &quot;practices.&quot; Ample evidence indicates that programs often fail to shift school practices in a pervasive way; nonetheless, research has focused almost exclusively on evaluating the impact of the adoption of restorative programs. This study is unique in its focus on the effects of &quot;practices&quot; rather than &quot;programs,&quot; the range of student outcomes it examines, and its scale. It examines the effects of restorative practices on academic, disciplinary, behavioral, and health outcomes by combining data regarding the practices in place in 485 middle schools with detailed school attendance and student outcome data for approximately 2 million middle school students. It tracks student exposure to these practices over time and analyzes how exposure to restorative practices affects outcomes at the individual and school levels, controlling for student and school characteristics. [For the Research Brief, see ED630387.]
Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Research Brief
Author: Darling-Hammond, Sean
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Discipline,Behavior Problems,Student Behavior,Conflict Resolution,Peer Mediation,Middle School Students,Outcomes of Education,Academic Achievement,Suspension,Racial Differences,Substance Abuse,Mental Health,Racism,Educational Environment

Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students' academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in school-wide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most. [For the full report, see ED630386.]
How Many Angles Do You See? Prospective Teachers&apos; Assimilatory Domains for Angularity
Author: Hardison, Hamilton L.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Geometric Concepts,Mathematics Instruction,Geometry,Preservice Teachers,Spatial Ability,Preservice Teacher Education,Schemata (Cognition),Thinking Skills,Task Analysis,Student Attitudes,Elementary School Teachers,Middle School Teachers,Pedagogical Content Knowledge

Given the centrality of angle in mathematics curricula and scarcity of research in this area, we investigated 64 PTs' assimilatory domains of angularity by analyzing the angles they indicated when presented with four segments mutually sharing an endpoint. In both interview and written settings, we found PTs were more likely to recognize convex angles than reflex angles. Additionally, they were more likely to assimilate disjoint angles than angles formed via additive angular compositions. In particular, we found that PTs were unlikely to recognize full angles or additive compositions involving reflex angles. We consider future directions and implications. [For the complete proceedings, see ED630210.]
Promoting Proportional Reasoning with the Support of Digital Technology = Promoviendo el razonamiento proporcional con apoyo de la tecnología digital
Author: Ortiz, Erasmo Islas
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Mathematical Logic,Mathematics Instruction,Educational Technology,Foreign Countries,Secondary School Students,Concept Formation

In this report, we present an advance of doctoral research. We explore teaching alternatives that promote proportional reasoning in Mexican students between 14 and 15 years old with the support of digital technology. We designed a sequence of activities that pretends to signify the concepts of ratio and proportion in their diverse representations and from the perspective of linear functions. For the design of the tasks, elements of the Realistic Mathematics Education framework and Cuevas-Pluvinage Didactics were used. The learning objectives and proposed activities were organized through a hypothetical learning trajectory. Subject to presenting the group results, we randomly selected a student to present the analysis of the results achieved. We found that the tasks promoted proportional reasoning. [For the complete proceedings, see ED630210.]
Investigating Mathematics Department Leaders&apos; Experiences and Understandings of Equity
Author: Fifty, David
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Teaching Methods,Equal Education,Student Diversity,Inclusion,Educational Practices,Doctoral Students,Teaching Assistants,Administrator Attitudes,Research Universities,Educational Improvement,Administrator Role,Department Heads,Faculty Development,Mathematics Instruction,Evidence Based Practice

In the wake of national movements calling for attention to equity, colleges, departments, and instructors are now faced with various responsibilities to implement practices and structures to support diversity, equity, and inclusion (DEI). This project aims to design a professional development program for mathematics graduate teaching assistants (MGTAs) by helping them learn evidence-based teaching practices to support diverse groups of learners in engaging mathematics activities. Part of these efforts included investigating department leaders' understanding of equity. This paper focuses on interviews with department leaders at a large, public, research university. Our analysis shows that despite the implementation of university structures focused on improving equity, department leaders had very different understandings of equitable teaching, and reported differences in how equity factors into their roles. [Co-written with the ELITE PD Research Group. For the complete proceedings, see ED630210.]
Explore Teachers&apos; Collective Learning through Lesson Study from a Perspective of Networking Theories
Author: Huang, Rongjin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Improvement,Teacher Collaboration,Faculty Development,Communities of Practice,Theories,Models,Foreign Countries,Mathematics Teachers,Elementary School Teachers,Urban Schools

Although the effects of Lesson study (LS), a teacher collaborative professional development approach, on teacher professional learning and students learning have been widely documented, the theories for understanding of LS has just emerged as a research field. Interconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) have been used individually to document teachers' professional learning. In this study, a networked framework is proposed by locally integrating these two theories. A lesson study facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons are collected and analyzed. The results show that the teachers' resource system evolved from adoption to adaptation with consideration of student learning. This study contributes to networking theories and its usefulness in LS context. [For the complete proceedings, see ED630210.]