ethanporcaro/eric-fulltext-meta huggingface dataset:
Legislative Report on Charter Schools, 2017-2018. Statutory Report Series
Author: Wisconsin Department of Public Instruction
Date: 2019-09-00
Type: Reports - Research
Subjects: Charter Schools,Decision Making,School Districts,School Administration,School Law,Institutional Characteristics,Governance,Educational Development,Federal Aid,Grants,Consortia,Elementary Secondary Education

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report documents two distinct levels of decision-making regarding new charter school proposals. A first-level decision occurs during the charter school's development stage. The school district may approve further study of a charter school concept or participate in a consortium of school districts interested in opening a charter school. A second-level decision occurs during the &quot;implementation&quot; stage. The school district issues a charter school contract, provides a signature on an agreement to participate in a multi-district charter school, or signs an implementation grant with the purpose of seeking federal charter school start-up funds from the DPI. The department conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of the Wisconsin school districts responded to the survey. During the 2017-2018 school year, 20 districts (4.7 percent) reported charter school activity as defined above, including at least one district in nine of the 12 regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows 15 school boards made 16 first-level charter school decisions, and 14 school boards made 14 second-level charter school decisions. Of the first-level decisions, 16 of 16 (100 percent) were approved. Of the second-level decisions, 14 of 14 (100 percent) were approved. Five districts reported a first-level decision and not a second-level decision and four school districts reported a second-level decision but not a first-level decision. [For &quot;Legislative Report on Charter Schools, 2016-2017. Statutory Report Series,&quot; see ED599948.]
Born to Win, Schooled to Lose: Why Equally Talented Students Don&apos;t Get Equal Chances to Be All They Can Be. Executive Summary
Author: Carnevale, Anthony P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Equal Education,Elementary Secondary Education,Academic Achievement,Academic Ability,At Risk Students,Poverty,Low Income Students,Higher Education,Careers,Employment Level,Socioeconomic Influences,Parent Background,Educational Attainment,Social Class,Peer Influence,African American Students,Hispanic American Students,Racial Discrimination,Racial Segregation,Achievement Gap,Disadvantaged Youth,College Attendance,College Graduates,Racial Differences,Ethnicity,White Students,Success,Achievement Tests,Scores,Asian American Students,Mathematics Achievement,Pacific Islanders

This is the executive summary for the report, &quot;Born to Win, Schooled to Lose: Why Equally Talented Students Don't Get Equal Chances to Be All They Can Be.&quot; Throughout their youth, relatively advantaged children enjoy protective and enriched environments that help ensure their success. Meanwhile, equally talented children from poor backgrounds are held back by material disadvantages. Stunningly, a child from the bottom quartile of socioeconomic status who has high test scores in kindergarten has only a 3 in 10 chance of having a college education and a good entry-level job as a young adult, compared to a 7 in 10 chance for a child in the top quartile of socioeconomic status who has low test scores. Thus, the likelihood of success is too often determined not by a child's innate talent, but by his or her life circumstances--including factors that determine access to opportunity based on class, race, and ethnicity. In short, the system conspires against young people from poor families, especially those who are Black or Latino. Among these youth, even those who &quot;make it&quot; and earn a college degree are less likely than their more affluent peers to get a good entry-level job as a young adult. [For the full report, see ED599947.]
Probability, Uncertainty and the Tongan Way
Author: Morris, Noah
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Probability,Mathematics Instruction,Cultural Influences,Malayo Polynesian Languages,Logical Thinking,College Mathematics,Statistics,Fractions

Problems teaching probability in Tonga (in the South Pacific) led to the question how language and culture affect the understanding of probability and uncertainty. The research uses a discursive approach to find the endorsed narratives which underlie Tongans' reasoning in situations of uncertainty. I aim to justify the claim that the Tongan Language and the Tongan way of life interact to make the concept of uncertainty unimportant and the concept of probability almost redundant in day to day discourse. [For the complete proceedings, see ED597799.]
Functions of Explanations and Dimensions of Rationality: Combining Frameworks
Author: Morselli, Francesca
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Mathematics Instruction,Teaching Methods,Grade 7,Geometry,Validity,Mathematical Logic,Persuasive Discourse,Student Attitudes,Groups

This paper presents first results from a research project aimed at combining two theoretical frameworks, one concerning explanations and one related to rationality. The two theoretical lenses are used to understand one episode from a teaching experiment carried out in grade seven, concerning the construction of rectangles with a given perimeter. The combination of frameworks allows a finer analysis of the teaching episode and extends the original frameworks. [For the complete proceedings, see ED597799.]
Diagnostic Competences of Mathematics Teachers -- Processes and Resources
Author: Philipp, Kathleen
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Competencies,Cognitive Processes,Teacher Educators,Mathematics Skills,Educational Diagnosis,Knowledge Level

Reviewing the research on teachers' diagnostic competences shows that most findings focus on the correspondence between teachers' diagnostic judgments and students' actual achievement, while cognitive processes and cognitive resources of teachers in diagnostic situations have been examined much less. We intend to extend this state of research from a domain-specific point of view by empirically identifying and theoretically describing processes and resources of mathematics teachers while judging tasks and students' solutions. In an interview study with expert teachers and mathematics educators (n=6) it was possible to deduce typical steps in a diagnostic process to identify resources (i.e. aspects of teacher knowledge) they relied on. [For the complete proceedings, see ED597799.]
Teachers&apos; Ability to Explain Student Reasoning in Pattern Generalization Tasks
Author: El Mouhayar, Rabih
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Generalization,Mathematics Instruction,Mathematics Teachers,Teaching Skills,Foreign Countries,Knowledge Base for Teaching,Teacher Competencies

The purpose of this paper is to explore teachers' ability to explain student reasoning in linear and non-linear patterns and in different types of generalization tasks. A questionnaire consisting of student responses to different types of generalization tasks was developed and then given to a sample of 91 in-service mathematics teachers from 20 schools in Lebanon. Analysis of data shows that teachers' explanations exhibited variations in the extent to which they identified the elements and relationships found in students' responses. The results showed that teachers' ability to explain students' reasoning of linear tasks seemed to be higher than that of non-linear patterns. The findings also showed that teachers' explanations of students' reasoning for far generalization tasks exhibited a larger amount of data (elements and relationships) compared to the explanations for near generalization tasks. [For the complete proceedings, see ED597799.]
A Descriptive Study of the IES Researcher-Practitioner Partnerships in Education Research Program: Interim Report. Technical Report No. 2
Author: Farrell, Caitlin C.
Date: 2017-02-00
Type: Reports - Research
Subjects: Educational Research,Partnerships in Education,Federal Programs,Objectives,Research Utilization,Activities,Organizational Communication,Program Attitudes,Research Methodology,Problems,Guidance

There is growing interest in research-practice partnerships (RPPs)--collaborations between researchers and practitioners formed to investigate problems of practice and solutions for improving educational outcomes. Advocates argue that such partnerships enable greater research use in decision making and address persistent issues in education. Funders including the Institute for Education Sciences and the National Science Foundation, share enthusiasm for the approach and are investing considerable resources to develop new RPPs. Despite large investments from funders to develop and support RPPs in education, there has been little systematic research on them creating a need for comparative studies of RPPs. In 2013, IES launched the Researcher-Practitioner Partnerships in Education Research program, which is referred to in this report as the RPP program. This program was part of a focus on partnerships as a strategy to support rigorous, relevant research that meets the needs of local communities and builds local capacity. The two year grant program supports exploratory research within a partnership context. Researchers and practitioners collaborate on a research project to explore a problem of practice, identify strategies to address the key issues, and engage in preliminary design work related to the problem of practice. This interim report presents the results of the first phase of the study regarding questions that are detailed in the following areas: (1) Goals of the Partnerships; (2) Conducting and Using Research Partnerships; (3) Activities of the Partnerships; (4) Communication within Partnerships; (5) Challenges to Working in Partnerships; (6) Perceptions of the Partnerships; (7) Planned Future Activities of Partnerships; and (8) Guidance for IES. The instrument development process, sampling strategy and key constructs are described. Preliminary analysis related the the questions detailed in the report are then offered. The findings of this study can inform the IES RPP program and also contribute to knowledge about the processes, successes, and challenges of RPPs in education. This work also provides information about the reported value of these collaborative efforts for researchers and practitioners interested in developing partnerships. Key conclusions, open questions, and next steps are also are discussed. [For &quot;Descriptive Study of the IES Researcher-Practitioner Partnerships in Education Research Program: Final Report. Technical Report No. 3,&quot; see ED599980.]
The Predictive Nature of Algebraic Arithmetic for Young Learners
Author: Pittalis, Marios
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Arithmetic,Prediction,Teaching Methods,Elementary School Mathematics,Grade 1,Elementary School Students,Number Concepts,Mathematical Concepts,Measurement,Models,Numeracy,Mathematics Achievement

The present study revalidated a measurement model describing the nature of early number sense. Number sense was shown to be composed of elementary number sense, conventional arithmetic and algebraic arithmetic. Algebraic arithmetic was conceptualized as synthesis of number patterns, restrictions and functions. Two hundred and four 1st grade students were individually tested on four different occasions. Data analysis suggested that elementary number sense follows a logarithmic growth, while conventional arithmetic and algebraic arithmetic adopt a linear growth rate until the third measurement and then they accelerate. Analysis showed that the growth of algebraic arithmetic directly predicts students' mathematics achievement in second grade and the growth of conventional arithmetic and indirectly the growth of elementary number sense. [For the complete proceedings, see ED597799.]
Investigating Student Participation Trajectories in a Mathematical Discourse Community
Author: NicMhuirí, Siún
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Participation,Mathematics Instruction,Self Concept,Mathematics Achievement,Teaching Methods,Communities of Practice,Thinking Skills,Mathematical Logic,Profiles,Sociocultural Patterns,Instructional Design,Disadvantaged Schools,Elementary School Students,Classroom Communication,Mathematics Tests,Scores,Foreign Countries

This paper details the analysis of the participation of individual students in a teaching experiment in which the researcher aimed to facilitate a mathematical discourse community. This involved positioning students as mathematical authorities capable of generating and evaluating mathematical thinking. The extent to which students acted as mathematical authorities was investigated by tracking their participation across a number of lessons. Students' use of discourse community practices such as explaining and justifying thinking, evaluating the thinking of others and asking questions was documented and Wenger's (1998) trajectories of identity were used to describe their participation. The profiles of four students of different achievement levels with contrasting participation practices will be presented and discussed. [For the complete proceedings, see ED597799.]
Survival of the Fit: A Bourdieuian and Graph Theory Network Analogy for Mathematics Teacher Education
Author: Nolan, Kathleen
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Teachers,Student Teaching,Preservice Teacher Education,Mathematics Education,Field Instruction,Cooperating Teachers,Undergraduate Students,Supervision,Teacher Interns,Social Theories,Faculty Advisers

Supervision of student teachers in their field experience is one of the practices that characterizes the work of many teacher educators. This paper takes up the issue of teacher education field experience and associated faculty supervision, drawing on the conceptual tools of Bourdieu's social field theory and a graph theory network analogy to interpret data from a self-study research project. In this brief paper, one data storyline is presented to convey narratives of a teacher educator's efforts to disrupt and reconceptualize the network of relations in teacher education field experience. [For the complete proceedings, see ED597799.]
Function Notation as an Idiom
Author: Musgrave, Stacy
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Mathematics Instruction,Mathematics Teachers,Language Patterns,Equations (Mathematics),Pedagogical Content Knowledge

Functions play a large role in mathematics education beginning in middle school. The aim of this paper is to investigate the meaning teachers hold for function notation; namely, we suggest that many teachers view function notation as a four-character idiom consisting of function name, parenthesis, variable and parenthesis. Many of the teachers who engaged in tasks aimed at exploring teachers' meanings for function notation responded in a manner suggestive of viewing function notation idiomatically [For the complete proceedings, see ED597799.]
The Interplay between Language, Gestures, Dragging and Diagrams in Bilingual Learners&apos; Mathematical Communciations
Author: Ng, Oi-Lam
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Bilingual Students,Language Usage,Nonverbal Communication,Visual Aids,English Language Learners,High School Students,Calculus,Secondary School Mathematics,Interpersonal Communication,Cooperative Learning,Mathematical Concepts,Educational Technology,Technology Uses in Education,Conventional Instruction,Grade 12,Foreign Countries

This paper provides a detailed analysis of the mathematical communication involving a pair of high school calculus students who are English language learners. The paper focuses on the word-use, gestures and dragging actions in the student-pair communication about calculus concepts when paper-based static and then touchscreen dynamic diagrams. Findings suggest that the students relied on gestures and dragging as multimodal resources to communicate about dynamic aspects of calculus. Moreover, examining the interplay between language, gestures, dragging and diagrams made it possible to uncover English language learners' competencies in mathematical communications. This paper points to an expanded view of bilingual learners' communication that includes gestures, dragging and diagrams. [For the complete proceedings, see ED597799.]
Using Modeling-Based Learning as a Facilitator of Parentel Engagement in Mathematics: The Role of Parents&apos; Beliefs
Author: Mousoulides, Nicholas G.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Parent Attitudes,Parent Participation,Parents as Teachers,Teaching Methods,Parent Teacher Cooperation,Learning Activities,Models,Interpersonal Communication,Parent Child Relationship,Mathematics Instruction,Problem Based Learning,Parent Role

Being part of a larger research project aimed at connecting mathematics and science to the world of work by promoting mathematical modeling as an inquiry based approach, the present study aimed to (a) describe parents' beliefs about inquiry-based mathematical modeling and parental engagement, and (b) explore the impact of a modeling-based learning environment on enhancing parental engagement. Results from semi-structured interviews with 19 parents from one elementary school classroom revealed strong positive beliefs on their engagement in their children learning, an appreciation of the modeling approach for bridging school mathematics and home, and their willingness to collaborate with teachers. Implications for parental engagement in mathematics learning are discussed. [For the complete proceedings, see ED597799.]
Developing Conceptual Understanding of Place Value: One Preservice Teacher&apos;s Journey
Author: Murawska, Jaclyn M.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Level,Number Concepts,Mathematics Instruction,Constructivism (Learning)

This paper reports on a portion of a research study that examined the development of 43 preservice elementary school teachers' conceptual understanding of place value, and highlights the experiences of one middle-performing preservice teacher. After participating in a research-based constructivist unit of instruction in place value, the findings showed that the preservice teachers demonstrated a statistically significant change in place value understanding. Common emergent mathematical qualities and qualities of disposition were identified in the qualitative analyses. These data provided insight into this preservice teacher's thinking strategies. [For the complete proceedings, see ED597799.]
Teacher Metaphors -- Differences between Finnish In-Service and Pre-Service Mathematics Teachers
Author: Oksanen, Susanna
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Figurative Language,Preservice Teachers,Mathematics Teachers,Teacher Role,Teaching Experience,Teacher Attitudes,Student Attitudes,Secondary School Teachers

This article reports what kind of metaphors do Finnish pre-service (n=72) and in-service (n=65) mathematics teachers use for teacher's role, how do these metaphors differ and do in-service teachers metaphors differ due teaching experience. Data was gathered via questionnaires in years 2010-2013. Metaphors provide insights into beliefs that are not explicit or consciously held and show teacher's beliefs about themselves. Changing teachers' beliefs can help to change teachers' behaviours and in such way improve teaching and learning process. Metaphors were classified into five categories. The most common metaphor used by pre-service teachers was self-referential 46% (n=33). In-service teachers used by far didactical metaphors (51%, n=33) and only 15% (n=10) presented a self-referential metaphor. [For the complete proceedings, see ED597799.]
The Influence of Symmetric Objects on Spatial Perspective-Taking -- An Interview-Study with Young Elementary School Children
Author: Niedermeyer, Inga
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Perspective Taking,Elementary School Students,Grade 1,Problem Solving,Foreign Countries,Geometry

Symmetric objects are known to be perceived easier than asymmetric objects, because less information has to be processed. Therefore, symmetric objects are often used for spatial tasks. However, in perspective-taking the use of symmetric objects can also cause difficulties, as two side-views of these objects are mirror-images of each other. To examine this influence, 95 children at the beginning of first grade were asked to solve a systematically varied set of tasks in interview sessions. It was assumed that they have more difficulties to solve the tasks with symmetric objects than with asymmetric ones. Against expectation, this effect could not be confirmed based on the number of correct answers. However, the types of errors and the children's explanations show the difficulties of perspective tasks with symmetric objects. [For the complete proceedings, see ED597799.]
The Development of Sociopolitical Consciousness by Mathematics: A Case Study on Critical Mathematics Education in South Korea
Author: Oh, Kukhwan
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Middle School Students,Consciousness Raising,Social Problems,World Problems,Social Change,Relevance (Education),Cultural Influences,Problem Solving

This is a case study on critical mathematics education lessons in South Korea. This study explores the development of the social consciousness of students via critical mathematics lessons in which students use mathematics as a tool to analyse social issues and to justify their claims about social issues. However, students rarely demonstrated much development of their agency for social change after taking part in such lessons. This phenomenon is interpreted in the light of the students' Korean sociocultural background and is explained as 'reserved agency.' [For the complete proceedings, see ED597799.]