ethanporcaro/eric-fulltext-meta huggingface dataset:
NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3
Author: NORDSCI
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Teacher Competencies,Preservice Teacher Education,Language Teachers,Second Language Instruction,Foreign Countries,Mobility,Critical Thinking,Educational Technology,Technology Uses in Education,Journalism,Immigration,Research,World History,Distance Education,COVID-19,Pandemics,Sustainable Development,Migration,Higher Education,Theories,Misconceptions,Creative Thinking,Home Schooling,Cultural Awareness,Cultural Influences,Nonverbal Communication,Masters Programs,Team Teaching,Electronic Publishing,Web Sites,Competence,Cooperative Learning,English (Second Language),Language Proficiency,College Students,Achievement Tests,International Assessment,Teacher Attitudes,Secondary Education,News Reporting,Experiential Learning,Work Experience Programs,Linguistics,Vocabulary,Word Lists,Mass Media,Classics (Literature),Advertising,Cultural Differences,Nationalism,Grammar,Form Classes (Languages),Portuguese,Language Usage,Females,Authors,Philosophy,Biblical Literature,Religion,Adolescents,Gender Differences,Computer Use,Social Media,Cancer,Medicine,Intervention,Aging (Individuals),Caregivers,Self Destructive Behavior,Social Work,Plants (Botany),Rehabilitation,Dental Health,Handicrafts,Art Products,Museums,Agricultural Occupations,Disadvantaged,Entrepreneurship

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]
Models of Mathematics Teaching Practice in Singapore Secondary Schools
Author: Kaur, Berinderjeet
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Secondary School Mathematics,Mathematics Teachers,Foreign Countries,Teaching Methods,Conventional Instruction,Direct Instruction,Comprehension,Student Centered Learning,Models,Secondary School Teachers

A model of instruction is a set of strategies that guide teachers in their instructional practice. The purpose of this paper is to dispel the myth that mathematics teaching in Singapore schools is all about drill and practice, as perceived of many Asian systems. This paper draws on data of a large project that examined the enactment of school mathematics curriculum in Singapore secondary schools. Based on the teaching practices of 30 experienced and competent teachers, a survey was constructed and administered to 677 teachers. The data from the survey showed that teachers go well beyond traditional forms of instruction in their teaching practices in Singapore secondary schools. [This paper is the first in a symposium of four papers. For the second paper, &quot;An Experienced and Competent Teacher's Instructional Practice for Normal Technical Students: A Case Study,&quot; see ED616178. For the third paper, &quot;Imbuement of Desired Attitudes by Experienced and Competent Singapore Secondary Mathematics Teachers,&quot; see ED616187. For the fourth paper, &quot;Singapore Mathematics Teachers' Design of Instructional Materials,&quot; see ED616188.]
Imbuement of Desired Attitudes by Experienced and Competent Singapore Secondary Mathematics Teachers
Author: Yeo, Joseph Boon Wooi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Secondary School Mathematics,Mathematics Teachers,Student Attitudes,Teaching Methods,Mathematics Skills,Foreign Countries,Secondary School Teachers,Beliefs,Teacher Attitudes,Experienced Teachers,Self Efficacy,Relevance (Education),Student Interests

This paper reports how 30 experienced and competent Singapore secondary mathematics teachers attempted to imbue desired attitudes in their students and some possible factors that might have influenced the teachers' choice of instructional approaches. It was found from the analysis of lesson observations of these teachers that most of those teaching lower-ability students tended to build their students' confidence and perseverance, while those teaching higher-ability students were more inclined to help their students appreciate the relevance of mathematics. Only a minority of the teachers tried to make lessons fun by using mathematics-related resources or telling non-mathematics-related jokes. It was also discovered from the teacher interviews that two factors appeared to influence the teachers' choice of the types of positive attitudes to develop in their students: the abilities of their students and the beliefs of the teachers on what mathematics is. [This paper is the third in a symposium of four papers. For the first paper &quot;Models of Mathematics Teaching Practice in Singapore Secondary Schools,&quot; see ED616186. For the second paper &quot;An Experienced and Competent Teacher's Instructional Practice for Normal Technical Students: A Case Study,&quot; see ED616178. For the fourth paper &quot;Singapore Mathematics Teachers' Design of Instructional Materials,&quot; see ED616188.]
Singapore Mathematics Teachers&apos; Design of Instructional Materials
Author: Leong, Yew Hoong
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Instructional Materials,Secondary School Teachers,Secondary School Mathematics,Design,Mathematical Concepts,Concept Formation

This paper reports on one aspect of a bigger project: teachers' design of instructional materials. We found a number of design moves used by the teachers in our study. In this paper, we report three of them: Making things explicit, making connections, and resequencing practice examples. [This paper is the fourth in a symposium of four papers. For the first paper &quot;Models of Mathematics Teaching Practice in Singapore Secondary Schools,&quot; see ED616186. For the second paper &quot;An Experienced and Competent Teacher's Instructional Practice for Normal Technical Students: A Case Study,&quot; see ED616178. For the third paper &quot;Imbuement of Desired Attitudes by Experienced and Competent Singapore Secondary Mathematics Teachers,&quot; see ED616187.]
Leadership of Strengths-Based Approaches for Early Years Mathematics Education: Using CHAT as a Framework for Educational Leaders&apos; Professional Learning Leadership
Author: Sexton, Matt
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Education,Faculty Development,Preschool Children,Preschool Education,Models,Instructional Leadership,Educational Change,Learning Processes,Foreign Countries,Child Care Centers,Facilitators (Individuals),Educational Philosophy,Access to Education,Educational Opportunities

We present a model that employs &quot;cultural-historical activity theory&quot; (CHAT) concepts to inform research with designated Educational Leaders in early years settings. We theorise practice change in early years mathematics education in terms of motive objects of activity and mediation by cultural tools. We show how CHAT can be used to lead development of a strengths-based approach to support young children's early mathematics education through systematic professional learning activity. Our overarching aim is to understand how educational leadership in early learning spaces can be reimagined, drawing on CHAT to theorise this under-researched area of mathematics leadership in early learning settings. [This paper is the third in a symposium of three papers. For the first paper &quot;An Introduction to the Strengths Approach,&quot; see ED616177. For the second paper &quot;A Strengths Approach to Birth to 3 Mathematics Education: The Case of Banjo Childcare Centre,&quot; see ED616174.]
The Once-in-a-Generation Opportunity: What States and Districts Can Do Now to Learn from American Rescue Plan ESSER Interventions. Opinion Brief. CALDER Policy Brief No. 27-0921
Author: Boughton, Heather
Date: 2021-00-00
Type: Opinion Papers
Subjects: Federal Legislation,Federal Aid,COVID-19,Pandemics,Elementary Secondary Education,Educational Finance,Resource Allocation,School Districts,State Government,School District Spending

The COVID-19 pandemic has disrupted schools across the country, negatively impacting student learning, especially for students of color and students experiencing poverty. These students need our support; in the absence of successful COVID catch-up activities, the likelihood is that they will face future obstacles to success in college and the workforce. Enter Elementary &amp; Secondary School Emergency Relief (ESSER) funds, the unprecedented support. Over the course of one year -- from March 2020 to March 2021 -- the United States Congress enacted three laws providing $190 billion in federal education funding to states and school districts. The largest of these Acts, the American Rescue Plan (ARP), provides $122 billion to states, $110 billion of which must go to districts. Of that $110 billion, 20 percent (or $22 billion) is specifically designated for addressing &quot;learning loss&quot; due to pandemic-related schooling impacts, using &quot;evidence-based interventions.&quot; The opportunity is &quot;to learn&quot; from the unprecedented federal investment. Many ARP ESSER investments seem conceptually sound, but here's the problem: a long history of education research shows that often, conceptually sound ways of investing in youth do not pan out as intended. In this brief, the authors review aspects of the ARP and argue that the Act strongly implies or even requires that districts invest smartly. And further, that smart investments require some data collection, not only so we know how ARP funds were spent, but also so we can learn about their efficacy. The authors also issue a warning that their analysis of state ARP ESSER plans shows ambiguity about what districts will be required to do, which could lead to inconsistent views by districts about what is required, and their approaches to monitoring impact.
&quot;Let&apos;s Count&quot; and Community Professionals
Author: Dockett, Sue
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Preschool Education,Foreign Countries,Early Childhood Education,Preschool Children,Disadvantaged Youth,Program Evaluation,Faculty Development,Mathematics Achievement,Instructional Effectiveness,Early Childhood Teachers,Expectation,Teacher Attitudes

The &quot;Let's Count&quot; Community Professional Pilot 2019 took place in six sites across three states (New South Wales, Queensland and South Australia). The aim of the pilot program was to implement the &quot;Let's Count&quot; face-to-face program for the first time with a group of people who work with young children and their families but who are not trained early years educators working within early childhood education and care centres. This paper reports on the evaluation of the pilot program with specific emphasis on expanding the reach of &quot;Let's Count&quot; whilst maintaining its integrity and outcomes. [This paper is the third in a symposium of three papers. For the first paper, &quot;'Let's Count' in an Online Learning Environment,&quot; see ED616193. For the second paper, &quot;'Let's Count' in Early Childhood Teacher Education,&quot; see ED616194.]
Independent Self-Study Guide for the AEM Quality Indicators with Critical Components for K-12
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2021-11-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Students with Disabilities,Best Practices,Academic Accommodations (Disabilities),Accessibility (for Disabled),Educational Technology,Technology Uses in Education,Student Rights,Assistive Technology,Role,Databases,Information Storage,Information Dissemination

This guide is for any individual seeking to develop knowledge and practical skills related to the &quot;Quality Indicators with Critical Components for K-12.&quot; The target audience includes administrators, educators, and service providers at the state and local levels, as well as families of students with disabilities. As a result of completing the suggested activities in this guide, you should be prepared to use some relevant best practices for providing accessible materials and technologies in your setting. This guide is also designed to prepare individuals to be active and meaningful contributors to a team that is working toward systems change at the state and/or local levels. [For &quot;AEM Quality Indicators with Critical Components for K-12: SEAs and LEAs. V.3.0,&quot; see ED613148.]
&quot;Let&apos;s Count&quot; in an Online Learning Environment
Author: Gervasoni, Ann
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Preschool Education,Foreign Countries,Early Childhood Education,Preschool Children,Disadvantaged Youth,Program Evaluation,Program Development,Faculty Development,Mathematics Achievement,Electronic Learning,Outcomes of Education,Instructional Effectiveness

&quot;Let's Count Online&quot; is a new e-learning approach to delivering &quot;Let's Count&quot; professional learning. It was evaluated in 2018. The findings suggest that the e-learning platform was successful, and that the outcomes for educators were similar to those achieved by participants using the face-to-face workshop professional learning model. Several key differences in outcomes were noted, and these inform recommendations for refining &quot;Let's Count Online.&quot; [This paper is the first in a symposium of three papers. For the second paper, &quot;'Let's Count' in Early Childhood Teacher Education,&quot; see ED616194. For the third paper, &quot;'Let's Count' and Community Professionals,&quot; see ED616191.]
&quot;Let&apos;s Count&quot; in Early Childhood Teacher Education
Author: MacDonald, Amy
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Preschool Education,Foreign Countries,Early Childhood Education,Preschool Children,Disadvantaged Youth,Program Evaluation,Mathematics Achievement,Distance Education,Teacher Education,Enrollment Trends

In 2011, the &quot;Let's Count&quot; professional learning program was developed into an elective distance education subject offered at Charles Sturt University. The resulting subject, EMC101: Let's Count, has been offered every year since 2012, and has to date been completed by 796 students. This paper details the subject design and provides enrolment and evaluation data that attest to the success of the subject. [This paper is the second in a symposium of three papers. For the first paper, &quot;'Let's Count' in an Online Learning Environment&quot;, see ED616193. For the third paper, &quot;'Let's Count' and Community Professionals&quot;, see ED616191.]
Spotlighting Virtual Innovation: Award-Winning Strategies for Leveraging Technology to Support Students during the COVID-19 Pandemic and Beyond
Author: Wesley, Alexa
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Computer Simulation,Distance Education,Instructional Innovation,Educational Strategies,COVID-19,Pandemics,Advisory Committees,Networks,Learner Engagement,Educational Change,Delivery Systems,Online Courses,Excellence in Education,Program Descriptions,Futures (of Society),Awards

The move to online instruction and service delivery has created both a critical need and a unique opportunity to investigate the innovative uses of technologies and practices. In the fall of 2020, NASPA launched the Virtual Innovation Awards: Excellence in Delivering Virtual Student Services. Over 100 submissions were vetted by an advising committee network and narrowed to a group of 10 institutions. &quot;Spotlighting Virtual Innovation: Award-Winning Strategies for Leveraging Technology to Support Students During the COVID-19 Pandemic and Beyond&quot; synthesizes key themes common among the 10 award recipients, highlights each institution's approach to virtual student engagement in more detail, and concludes with recommendations about the future of virtual support offerings.
Drawings Reveal Young Students&apos; Multiplicative Visualisation
Author: Cheeseman, Jill
Date: 2021-00-00
Type: Reports - Research
Subjects: Multiplication,Problem Solving,Mathematics Instruction,Elementary School Students,Grade 1,Freehand Drawing,Teaching Methods,Visualization,Thinking Skills,Foreign Countries

In the context of a multiplicative problem, our study investigated young children's ability to visualise and draw equal groups. This paper reports the results obtained from 18 Australian children in their first year of school (age 5-6 years). The task &quot;12 Little Ducks,&quot; taught by their classroom teacher, provoked children to visualise and to draw different solutions. Fifteen children (83%) could identify and create equal groups via drawings; eight of these children (44%) could also quantify the number of groups that were formed. These findings show that some young children can visualise multiplicative situations and can communicate their reasoning of equal group situations through drawing. [This paper is the first in a symposium of three papers. For the second paper, &quot;Investigating Students' Drawings as a Representational Mode of Mathematical Fluency,&quot; see ED616197. For the third paper, &quot;Children's Drawings as a Source of Data to Examine Attitudes towards Mathematics: Methodological Affordances and Issues,&quot; see ED616198.]
Investigating Students&apos; Drawings as a Representational Mode of Mathematical Fluency
Author: Cartwright, Katherin
Date: 2021-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Freehand Drawing,Elementary School Students,Mathematics Skills,Task Analysis,Learning Processes,Evaluation Methods,Foreign Countries

In sharing solutions of mathematical tasks, students may use various modes of representation such as: language (oral/written), numerical and symbolic, or drawings (pictures, diagrams or markings). In this paper we explore the potential of student drawings to provide evidence of mathematical fluency. Examples of young students' (5-8 years old) solutions to mathematical tasks are examined through the lens of drawing representations. The investigation suggested that students' drawings are valuable data when analysing work samples for evidence of mathematical fluency alongside other representations. [This paper is the second in a symposium of three papers. For the first paper, &quot;Drawings Reveal Young Students' Multiplicative Visualisation,&quot; see ED616196. For the third paper, &quot;Children's Drawings as a Source of Data to Examine Attitudes towards Mathematics: Methodological Affordances and Issues,&quot; see ED616198.]
Children&apos;s Drawings as a Source of Data to Examine Attitudes towards Mathematics: Methodological Affordances and Issues
Author: Quane, Katherine
Date: 2021-00-00
Type: Reports - Research
Subjects: Student Attitudes,Mathematics Instruction,Freehand Drawing,Research Methodology,Elementary School Students,Mathematics,Foreign Countries,Barriers

Ascertaining young children's attitudes towards mathematics has its challenges. Methodologically, limitations exist regarding the type of research techniques that can be employed. The use of children's drawings as a data source has both methodological affordances and issues. The study was conducted with 106 children in Years 2 and 3 from three South Australian primary schools. This paper identifies some of the methodological affordances and issues of using children's drawings to ascertain and describe their attitudes towards mathematics. [This paper is the third in a symposium of three papers. For the first paper, &quot;Drawings Reveal Young Students' Multiplicative Visualisation,&quot; see ED616196. For the second paper, &quot;Investigating Students' Drawings as a Representational Mode of Mathematical Fluency,&quot; see ED616197.]
Shifting Sands: Unsound Science and Unsafe Regulation. Report #1: Keeping Count of Government Science--P-Value Plotting, P-Hacking, and PM[subscript 2.5] Regulation
Author: Young, S. Stanley
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Public Policy,Federal Regulation,Public Agencies,Epidemiology,Public Health,Sciences,Scientific Research,Research Methodology,Data Collection,Standards,Meta Analysis,Conservation (Environment),Policy Formation,Publications,Bias,Statistical Significance,Research Reports,Pollution

&quot;Shifting Sands: Unsound Science and Unsafe Regulation&quot; examines how irreproducible science affects select areas of government policy and regulation governed by different federal agencies. This first report on &quot;PM[subscript 2.5] Regulation&quot; focuses on irreproducible research in the field of environmental epidemiology, which informs the U.S. Environmental Protection Agency's (EPA) policies and regulations. It focuses upon scientific research that associates airborne fine particulate matter smaller than 2.5 microns in diameter (PM[subscript 2.5]) with mortality, heart attacks, and asthma. [Introduction by Peter W. Wood.]
Language Games in Primary Mathematics
Author: Galvin, Patrick
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Elementary School Mathematics,Language Usage,Games,Interpersonal Communication,Teaching Methods

This theoretical paper examines views about the role of language and mathematical discourse in learning mathematics. Current research is still addressing what constitutes a mathematical discourse. As new conceptions of the purpose of language use in mathematics are explored, and associated ontological and epistemic positions are revealed, one might ask: how are we able to reframe our view of language to support a social participation perspective? This paper proposes the consideration of Wittgenstein's philosophy of language games to shift our conception of classroom language use in mathematics to encompass broader contextual features such as participation, patterns of exchange and social norms.
Noticing Structural Thinking through the CRIG Framework of Mathematical Structure
Author: Gronow, Mark
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Mathematics Instruction,Guidelines,Skill Development,Preservice Teachers,Secondary School Teachers,Foreign Countries,Mathematics Teachers,Generalization

Structural thinking skills should be developed as a prerequisite for a young person's future mathematical understanding and a teachers' understanding of mathematical structure is necessary to develop students' structural thinking skills. In this study, three secondary mathematics pre-service teachers (PSTs) learned to notice structural thinking through the CRIG framework of mathematical structure. The framework consists of Connections, Recognising patterns, Identifying similarities and difference, and Generalising and reasoning. I report here on how the CRIG framework helped the PSTs' notice structural thinking.