ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Understanding of the General Binary Operation Concept
Author: Melhuish, Kathleen
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Knowledge Level,Algebra,Thinking Skills,Mathematics Skills,Mathematics Instruction,Undergraduate Students,Introductory Courses,College Mathematics,Mathematical Concepts,Concept Formation

In this paper, we address the variety of ways in which students conceive of binary operations and the metaphors they might leverage when working with binary operations in group theory. We use open-ended surveys paired with interviews to qualitatively explore student's conceptions of binary operation. Through this analysis, we identified three central metaphors (function, arithmetic, and structure), as well as a number of attributes related to binary operation that students perceive as critical. This work has implications for our treatment of binary operation in advanced mathematics, and the messages we send about operation in the K-12 setting. [For the complete proceedings, see ED606531.]
Teachers&apos; Analysis of Student Thinking in a Teaching Mathematics with Technology Massive Open Online Course
Author: Hollebrands, Karen F.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Open Education,Teacher Education,Technology Integration,Professional Development,Discussion Groups,Attention,Inferences,Video Technology,Mathematics Instruction,Thinking Skills

The research study examined the ways participants analyzed students' mathematical thinking in a massive online open course focused on teaching mathematics with technology. Across units, participants' posts showed increased attention to student thinking and less focus on issues related to technology. [For the complete proceedings, see ED606531.]
Representational Sameness and Derivative
Author: Mirin, Alison
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Calculus,College Mathematics,Mathematical Concepts,Concept Formation,Graphs,Mathematical Logic

This study focuses on students' understanding of multiple representations of functions. It examines student responses to a task in which calculus students are asked to evaluate the derivative at a point of the cubing function when represented piecewise. Results suggest that attending to the graph of the piecewise function does not improve students' ability to differentiate it. Results also suggest that students tended to view a piecewise-defined function not as a singular function, but as a set of instructions for which function to use. [For the complete proceedings, see ED606531.]
Integrity Hour: A Guide to Developing and Facilitating an Online Community of Practice for Academic Integrity
Author: Eaton, Sarah Elaine
Date: 2020-06-28
Type: Reports - Descriptive
Subjects: Integrity,Communities of Practice,Program Implementation,Ethics,Cheating,Facilitators (Individuals),Foreign Countries,Higher Education,Professional Development,Videoconferencing,Crisis Management,COVID-19,Pandemics

Purpose: This guide provides insights and direction about how the Integrity Hour informal online community of practice was developed and continues to be facilitated at the University of Calgary. This report describes how Integrity Hour was launched during the COVID-19 coronavirus pandemic as a means to provide support to those working in higher education who were experiencing changes in the nature of academic integrity breaches, along with a general increase in misconduct cases. Methods: Reflective analysis, informed by the extant literature. Results: A summary and synthesis of how and why Integrity Hour has been a successful online community of practice for academic integrity. Implications: This guide is intended to provide guidance to others who wish to implement their own academic integrity community of practice. [This report was prepared by the University of Calgary's Taylor Institute for Teaching and Learning.]
How Do Teachers of English Perceive the Use of ICT in Primary Education in Bahrain
Author: Salman, Hasan Ali Hasan
Date: 2020-06-30
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Educational Technology,Technology Uses in Education,Technology Integration,Teaching Methods,Teacher Attitudes,Elementary School Teachers,Barriers,Planning

This research aims at investigating English teachers' perceptions on the use of Information and Communication Technology (ICT) in primary English classroom in Bahrain. Integration of ICT into education is a fundamental issue. A quantitative research approach is applied. A web-based survey questionnaire has been developed. A sample of 35 English teachers from different primary schools around Bahrain has participated. Results of data show that the ICT is highly appreciated in primary Education. The English teachers have a positive attitude towards the application of ICT tools. However, they express their frustration as to the technical problems they often encounter as well as the time consuming for preparing ICT-based lessons. In general, the use of ICT in the primary education can be a fun tool and a strategy to be utilized for better learning and more enhancing environment.
Spontaneous Generalizations through Example-Based Reasoning in a Collaborative Setting
Author: Pauletti, Katherine V.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Mathematics Instruction,Generalization,High School Students,Student Attitudes,Task Analysis,Thinking Skills,Measurement,Geometry

This study explores the progression from student justification to generalization in the course of example-based reasoning. Data was collected through group interviews with high school students who were working collaboratively on a task of determining connections between perimeter and area of tile shaped patterns. The task called for making and justifying conjectures regarding patterns of specific number of tiles. Our findings show that the task elicited collaborative example-based reasoning that evoked spontaneous generalizations about patterns of any number of tiles. The findings point to the importance of collaboration in generalizing, as well as to the intuitive nature of generalizations. [For the complete proceedings, see ED606531.]
Building an Early Learning System That Works: Next Steps for California
Author: Melnick, Hanna
Date: 2018-01-00
Type: Reports - Research
Subjects: Early Childhood Education,Educational Administration,Access to Education,Early Childhood Teachers,Educational Quality,Information Systems,Teacher Qualifications,Counties,Educational Needs,Barriers,Teacher Recruitment,Teacher Persistence,Teacher Education,Higher Education,Standards,Educational Improvement,Data Collection

There is overwhelming evidence that children's early years, from birth through preschool, are a crucial time for their development, and that high-quality early learning opportunities support children's school readiness, promote later life success, and yield a return of up to $7 for every $1 invested. Unfortunately, despite having the sixth-largest economy in the world, California lags behind many states and developed countries in providing early care and education (ECE). In fact, in 2015-16, 1 million California children qualified for subsidized ECE, but only a third of them received services. Providing access to high-quality ECE for all children in the state will require a comprehensive approach to turning an uncoordinated set of underfunded programs into a true system of supports for children, families, and providers. A complement to the Learning Policy Institute's (LPI's) earlier report &quot;Understanding California's Early Care and Education System,&quot; this report examines the challenges California's counties face in providing ECE and provides recommendations for improving access to high-quality ECE for all children. The report examines the ECE practices in 10 counties that vary by region, population density, and child care affordability, and features examples of promising practices. It describes the landscape of ECE at the local level as it is shaped by federal and state policies. Recommendations in the report address four key areas: (1) Building a coherent ECE administration system; (2) Making ECE affordable for all children up to age 5; (3) Building a well-qualified ECE workforce; and (4) Improving the quality of all ECE programs. [For the policy brief, see ED606718. For &quot;Understanding California's Early Care and Education System,&quot; see ED606735.]
Building an Early Learning System That Works: Next Steps for California. Policy Brief
Author: Melnick, Hanna
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Administration,Access to Education,Early Childhood Teachers,Teacher Qualifications,Counties,Educational Quality,Educational Improvement,Administrative Organization,Costs

This brief provides California policymakers with recommendations on how to improve access to high-quality early childhood education (ECE) for all children. It is based on a report that examines the ECE practices in 10 counties that vary by region, population density, and child care affordability. The report upon which this brief is based describes the landscape of ECE at the local level as it is shaped by federal and state policies, illuminates challenges that counties face in providing access to high-quality programs, and highlights promising practices. This report complements our earlier publication, &quot;Understanding California's Early Care and Education System.&quot; [For the full report, see ED606717. For &quot;Understanding California's Early Care and Education System,&quot; see ED606735.]
Business Calculus Students&apos; Interpretations of Marginal Change in Economic Contexts
Author: Mkhatshwa, Thembinkosi P.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Business Administration Education,Mathematics Instruction,Task Analysis,Teaching Methods,Costs,Undergraduate Students,Research Universities,Audio Equipment,Thinking Skills,Economics,Student Attitudes

Despite the overwhelming amount of research on students' interpretations of rates of change in real-world physical science contexts, similar studies in real-world economic contexts are sparse. Contributing towards addressing this gap in knowledge, this study reports on how 12 pairs of business calculus students interpreted marginal change (marginal cost and marginal revenue) in different economic contexts and function representations while solving two optimization tasks. Analysis of task-based interviews conducted with the students revealed that a majority of the students interpreted marginal change as an amount (the difference) and not as a rate (the difference quotient). A few students interpreted marginal change as the derivative. Implications for instruction are discussed. [For the complete proceedings, see ED606531.]
Findings from the 2011 West Virginia Online Writing Scoring Comparability Study
Author: Hixson, Nate
Date: 2012-10-00
Type: Reports - Research
Subjects: Writing Tests,Computer Assisted Testing,Automation,Scoring,Interrater Reliability,Essays,Elementary Secondary Education

To provide an opportunity for teachers to better understand the automated scoring process used by the state of West Virginia on our annual West Virginia Educational Standards Test 2 (WESTEST 2) Online Writing Assessment, the West Virginia Department of Education (WVDE) Office of Assessment and Accountability and the Office of Research conduct an annual comparability study. Each year educators from throughout West Virginia receive training from the Office of Assessment and Accountability and then hand score randomly selected student compositions. The educators' hand scores are then compared to the operational computer (engine) scores, and the comparability of the two scoring methods is examined. A scoring group made up of 43 participants representing all eight regions scored a randomly selected set of student essays using the appropriate grade-level West Virginia (WV) Writing Rubrics. A total of 2,550 essays were each scored by two different human scorers to allow for comparison of human-to-human scores as well as human-to-engine scores. The authors first sought to determine the extent to which human scorers calibrated their scoring process to align with the automated scoring engine via a series of training papers. They found that calibration was generally quite good in Grades 5-11, but there was room for improvement in Grades 3 and 4. They also found that calibration rates were relatively static across the set of training papers. The authors next sought to determine the comparability of human-to-human and human-to-engine agreement rates. They examined both exact and exact/adjacent agreement rates (i.e., scores that were exactly matched or within 1 point of each other on a 6-point scale). Looking at well-calibrated human scorers, the analyses showed that, with few exceptions, both exact and exact/adjacent agreement rates were comparable for the human-to-human and human-to-engine pairs. Finally, the authors examined the average essay scores assigned by the automated scoring engine and those assigned by a sufficiently calibrated human scorer. Their analyses revealed that for four of the available grade levels there were no significant differences. The authors recommend improving the calibration process; examining new measures of calibration among scorers to assist in interpreting results; using multiple and different measures to examine agreement between scoring methods; and adding a qualitative research component to next year's online writing comparability study to examine teacher outcomes.
Math Pathways Reforms in Maine
Author: Jessen, Sarah B.
Date: 2020-02-00
Type: Reports - Research
Subjects: Educational Change,College Mathematics,Community Colleges,Elementary Secondary Education,Remedial Mathematics,Career Readiness,Individualized Instruction,Expectation,Politics of Education,State Universities,Track System (Education),Mathematics Curriculum,Partnerships in Education

For the past several years, attention has turned toward reviewing and reframing the curricular pathways in math for students, particularly at the postsecondary level. Focus has shifted not only to math preparedness, but also to redefining the curricular pathways that lead to academic and career success. In higher education, the central principle involves redefining and reorganizing coursework around defined pathways, based on academic and career interests of students. For K-12 institutions, the math pathways reforms have less clear implications. One key organization working in this area--both nationally and in Maine--is the Dana Center at the University of Texas at Austin. The Dana Center has been partnering with the Maine Community College System (MCCS) for several years now, and has supported their progress toward implementing math pathways reforms. For this project, Maine Education Policy Research Institute (MEPRI) researchers in the Center for Education Policy, Applied Research, and Evaluation (CEPARE) were asked to describe and summarize the &quot;mathematics pathways&quot; movement which is currently underway in the state of Maine, as well as in other states across the country. This study of the math pathways movement is designed as a mini-case study to document the status of the reform in progress. Findings review math pathways as a potential means of promoting individualized student learning and career readiness, of clarifying math expectations, and of reducing the need for remedial coursework at the post-secondary level. The successes of and challenges facing individual institutions--from MCCS, to the state universities, to K-12 institutions--are also reviewed. Other challenges, including mitigating issues with tracking and ownership of the reforms, are discussed. The report concludes with recommendations for policymakers.
Benefits of Early Care and Education for Children in the Child Welfare System. A Research-to-Practice Brief. OPRE Report 2016-68
Author: Klein, Sacha
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Young Children,Child Welfare,Child Care,Early Childhood Education,Child Abuse,Child Neglect,Child Development,Program Effectiveness,Child Safety,Well Being,Victims of Crime,Foster Care,Family Needs,Parenting Skills,Place of Residence,Family Relationship,School Readiness

Young children birth through five years old in the United States are more likely to experience child maltreatment, subsequent child welfare system (CWS) involvement, negative developmental outcomes, and serious maltreatment-related injuries and death than older children. This research-to-practice brief provides a model for how early care and education (ECE) services can benefit this vulnerable age group by exploring emerging evidence from social science research on the effects of ECE on the CWS's goals of: (1) &quot;child safety&quot;; (2) &quot;permanency; and (3) &quot;well-being.&quot; The brief concludes by discussing several organizational practices that child welfare administrators can use to build collaborations with local ECE service providers in order to increase the enrollment of CWS-supervised-children in ECE programs.
Various Meanings a Student Uses for Quantified Variables in Calculus Statements: The Case of Zack
Author: Sellers, Morgan
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Mathematics Instruction,Mathematical Logic,Validity,Cognitive Processes,College Students,Mathematical Concepts,Logical Thinking,College Mathematics

This study investigates one Calculus student's meanings for quantifiers in Calculus statements involving multiple quantifiers. The student was asked in a two-hour long clinical interview to evaluate and interpret the Intermediate Value Theorem (IVT) and three other statements whose logical structure was similar to the IVT except for the order of both the quantifiers and their attached variables. Four different meanings for variables attached to universal and existential quantifiers emerged from his responses at various moments of the interview. In this paper we detail these four meanings with empirical evidence and discuss implications of our findings to research and teaching of quantified variables in Calculus statements. [For the complete proceedings, see ED606531.]
Generalization of an Invariant Relationship between Two &quot;Quantities&quot;
Author: Tasova, Halil Ibrahim
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Skills,Generalization,Algebra,Thinking Skills,Abstract Reasoning

In this report, we present an analysis of two prospective secondary mathematics teachers' generalizing actions in quantitative contexts. Specifically, we draw from a teaching experiment to report how Lydia and Emma engaged in different generalizing processes for the same task. Based on these differences, we found Lydia's generalizing actions (i.e., coordinating quantities) to be a more productive generalization than Emma's (i.e., slopes of tangent lines). The former was extendable to a new case, instance, or situation, whereas the latter was constrained to a specific representational system. [For the complete proceedings, see ED606531.]
Entering Equations: Comparison of Handwriting Recognition and Equation Editors
Author: Cayton-Hodges, Gabrielle A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Grade 9,Equations (Mathematics),Handwriting,Computer Uses in Education,Handheld Devices,Educational Benefits,Word Processing,Error Patterns,Scores

Once a novelty, Digitally-Based Assessments (DBA) have become commonplace in the USA. With mathematics, it is often a necessity to include items that require the student to input a mathematical formula, equation, or expression. Many of these responses, especially in the upper grades, cannot be input with a standard keyboard, but must use some type of equation entry. In this study, we compare ninth-graders' entry of mathematical expressions using an equation editor versus using handwriting recognition on a tablet. While neither method is currently without flaws, we discuss the benefits and drawbacks of each as well as potential methods for improvement and the implications for mathematics assessment. [For the complete proceedings, see ED606531.]
Resolución de problemas y uso de tecnologías digitales en un MOOC: Diseño e implementación = Problem Solving and the Use of Digital Technologies in a MOOC: Design and Implementation
Author: Fernández, William E. Poveda
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Educational Technology,Online Courses,Curriculum Development,Curriculum Implementation,Cooperative Learning,Mathematics Instruction,Mathematics Activities

In this study, the elements of the design and results of the implementation of a Massive Open Online Course (MOOC) based on the problem solving and the use of digital technology are analyzed and discussed. The results show that the design of the activities, the intervention of the MOOC design team in the discussion forums and the interaction among the participants allowed and favored the creation of a collaborative environment in problem solving. Participants shared and discussed their mathematical ideas, as part of a virtual learning community, which allowed them to formulate conjectures, explore and search properties to sustain relationships, and communicate results. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]
The Relationship between Management Style, Performance Appraisal, and Employee Development of Selected Personnel from an Academic Institution
Author: Riego de Dios, E. E.
Date: 2020-07-00
Type: Journal Articles
Subjects: Correlation,Leadership Styles,Job Performance,Personnel Evaluation,Staff Development,Foreign Countries,Tenure,Work Environment,Employer Employee Relationship,Work Attitudes,School Personnel,Professional Development

The purpose of this study is to describe the management style, performance appraisal and employee development of selected personnel from an academic institution in Central Luzon, Philippines. The study used a descriptive-correlation research design with survey as the primary instrument for data gathering. 75 personnel took part in the survey with the use of convenience sampling technique. The researchers used an adapted and modified instrument to gather data. The instrument underwent a reliability test and generated an overall coefficient of 0.925. This study used SPSS 20 to analyze the data. The study found that the personnel agreed on the context of management style in the organization. They also shared the same response on how their performance appraisal works and how the organization plans for employee development. There is also a significant difference in performance appraisal and employee development when grouped according to years in service and employment status. In terms of relationship, there is a low-moderate positive relationship between management style, performance appraisal and employee development. Based on the results of the study, the researchers presented some general recommendations for human resource management and for the institutions.
On Teaching Actions in Mathematical Problem-Solving Contexts
Author: Proulx, Jérôme
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Teacher Role,Concept Formation,Geometric Concepts,Grade 10,Classroom Techniques,Teacher Student Relationship,High School Students,High School Teachers

In this research report, the question of the role of the teacher in problem-solving contexts is addressed, particularly in relation to the development of mathematical concepts. Data extracts from a problem-solving session are used to draw out three sorts of teaching actions that aim to push forward the mathematics in the classroom. These teaching actions are discussed in light of verbatim extracts and of available theoretical constructs from the research literature. [For the complete proceedings, see ED606531.]