ethanporcaro/eric-fulltext-meta huggingface dataset:
Post-School Outcomes for Students with Disabilities: Report to the Legislature
Author: Johnson, Cinda
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Disabilities,Special Education,Special Needs Students,High School Graduates,Graduate Surveys,Outcomes of Education,College Bound Students,Enrollment Rate,Employment Patterns,State Federal Aid,Geographic Location,Socioeconomic Status,Social Indicators,Statistical Data

This report analyzes data for secondary special education students in Washington who left high school during the 2013-14 school year. These data were collected by the state starting on June 1, 2015, from all 233 districts with high schools: 230 districts, two state schools, and one educational service agency (a collection of 27 small districts operated by Educational Service District 112). The education data center reports on outcomes for special education students after they leave high school. Results from 2013-14 show: (1) Percentage enrolled in higher education for at least one full term decreased by 1.4 percent; (2) Percentage enrolled in other postsecondary education or training decreased by 0.1 percent; (3) Percentage competitively employed increased by 2.5 percent; and (4) Percentage engaged in some other employment increased by 1.3 percent. Some of the data the legislature asks for is not collected by the Office of Superintendent of Public Instruction (OSPI). These data include: (1) How employment affects state and federal benefits for individuals with disabilities; (2) Information about the types of places previous students are living; (3) Indicators of improved economic status and self-sufficiency; and (4) Information about students who continue their education or get a job more than one year after leaving school.
Classroom Culture, Challenging Mathematical Tasks and Student Persistence
Author: Sullivan, Peter
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Activities,Classroom Environment,Academic Persistence,Difficulty Level,Task Analysis,Secondary School Teachers,Secondary School Students,Intervention,Teaching Methods,Teaching Models,Scaffolding (Teaching Technique),Learning Strategies,Cooperative Learning,Student Evaluation,Foreign Countries,Classroom Techniques

While there are many considerations for effective mathematics teachers, one key factor is the development of a classroom culture that supports the desired form of learning. In examining the opportunities and constraints associated with posing challenging tasks, we are exploring ways that teachers might influence classroom culture positively. The data presented below suggest that it is possible to foster a classroom culture in which teachers pose tasks that challenge students and encourage them to persist when working on those tasks. The key elements seem to be the ways the tasks are posed, the interactive support for students when engaged in the tasks, collaborative reviews of class explorations and assessment against criteria.
Community &amp; Technical College Share of Washington's Educational Attainment Goals for 2023
Author: Washington State Board for Community and Technical Colleges
Date: 2015-05-18
Type: Reports - Research
Subjects: Community Colleges,Technical Institutes,Educational Attainment,Educational Objectives,Postsecondary Education,High Schools,Demography

In 2013, the Washington Student Achievement Council (WSAC) set a 10 year plan for improving the educational attainment of Washington residents. The Roadmap included two educational attainment goals for 2023: (1) All adults in Washington, ages 25-44, will have a high school diploma or equivalent; and (2) At least 70 percent of Washington adults, ages 25-44, will have a postsecondary credential. The Washington state Legislature passed a bill acknowledging these attainment goals during the 2014 session. The primary purpose of this report is to estimate what it will take for the state to reach the postsecondary attainment goal for 2023 and what share of the additional credential holders needed to reach this goal would be expected to come from Washington's community and technical college (CTC) system. The summary section of the report outlines a brief answer to this question; a more detailed description of the background assumptions and analysis to answer this question are provided in the subsequent sections of the report. It was noted during the analysis that the CTC system should also be expected to play a major role in the high school attainment goal, so a similar summary and analysis is provided for the high school attainment goal at the end of this report.
A Regression Model with a New Tool: IDB Analyzer for Identifying Factors Predicting Mathematics Performance Using PISA 2012 Indices
Author: Arikan, Serkan
Date: 2014-10-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Mathematics Achievement,Predictor Variables,Student Characteristics,Multiple Regression Analysis,Databases,Student Attitudes,Beliefs,Student Motivation,Self Efficacy,Self Concept,Anxiety

There are many studies that focus on factors affecting achievement. However, there is limited research that used student characteristics indices reported by the Programme for International Student Assessment (PISA). Therefore, this study investigated the predictive effects of student characteristics on mathematics performance of Turkish students. In PISA studies, sampling design, sampling weights, and plausible values have to be taken into consideration in order not to have biased multiple regression results. In order to conduct multiple regression analyses in PISA, software called the International Association for the Evaluation of Educational Achievement (IEA) International Database (IDB) Analyzer is required to be used because the dependent variable consists of several plausible values. This study aims to identify student characteristics that are significant in predicting mathematics performance in Turkey. Results showed that being successful in mathematics is a combination of several factors in which students' beliefs, motivation, and other factors must be organized to achieve mathematics. Among these beliefs and motivation, strong self-efficacy, positive self-concept, and minimum level of anxiety seem to be the key for success.
School Mental Health Education in Beijing: A Survey of Practitioners
Author: Caldarella, Paul
Date: 2013-05-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Health Education,Elementary School Teachers,Secondary School Teachers,Urban Schools,Teacher Surveys,Teacher Characteristics,Teacher Responsibility,Psychological Evaluation,Barriers,Counseling,Faculty Development

Background: With over 222 million youth below the age of 15 in China, the need for psychological services in schools is receiving increasing attention. School mental health education has been developing over the past 20 years to meet this need, and evidence shows it is being implemented, particularly in urban areas. However, no empirical studies have explored the profession from the view of practitioners. Aims: The purpose of the present study was to conduct the first systematic survey of practitioners regarding the current practice of mental health education in Beijing. Sample: This study surveyed 292 mental health educators in elementary and secondary schools in 6 of the 14 districts in Beijing. Method: Participants completed a 52-item questionnaire assessing their demographics and job responsibilities including teaching, assessment, counseling, professional organization involvement, supervision, and training needs. Results: Participants were predominantly females with undergraduate degrees in psychology or education. Most of the participants reported that mental health education was only part of their full-time job as educators. Participants reported spending time counseling students, consulting with parents and teachers, and assessing students. Participants mentioned a lack of a professional organization, too many responsibilities unrelated to mental health education, and the need for more recognition for the profession. Many participants also indicated a need for better training and supervision, particularly in counseling and mental health assessment. Conclusions: Participants reported engagement in some of the characteristic duties of school psychologists in other countries, though mental health education appears to be more similar to primary prevention programs in the West. Results are compared and contrasted with the practice of school psychology in the US and elsewhere. Implications for the future of mental health education in China are included.
Constructing a Frame of Cube: Connecting 3D Shapes with Direction, Location and Movement
Author: Yeh, Andy
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Geometry,Geometric Concepts,Spatial Ability,Elementary School Students,Grade 4,Online Courses,Integrated Activities,Educational Environment,Mathematics Activities,Teaching Methods

With the advancement of new technologies, this author has in 2010 started to engineer an online learning environment for investigating the nature and development of spatial abilities, and the teaching and learning of geometry. This paper documents how this new digital learning environment can afford the opportunity to integrate the learning about 3D shapes with direction, location and movement, and how young children can mentally and visually construct virtual 3D shapes using movements in both egocentric and fixed frames of reference (FOR). Findings suggest that year 4 (aged 9) children can develop the capacity to construct a cube using egocentric FOR only, fixed FOR only or a combination of both FOR. However, these young participants were unable to articulate the effect of individual or combined FOR movements. Directions for future research are proposed. [This report was financed by the QUT ECARD fund.]
Mathematics Networks and Curriculum Concepts
Author: Woolcott, Geoff
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Curriculum,Mathematical Concepts,Concept Mapping,Schematic Studies,Socioeconomic Influences,Teacher Effectiveness,Mathematics Achievement

Student learning and performance in mathematics may be associated with issues of connectivity related to curriculum content, acting together with a larger and more complex set of issues, such as those related to teacher quality and socioeconomic influences. Complex and non-linear connectivity of mathematics and other concepts, in particular, may underpin the development of mathematics expertise, and student failures may be related to inadequate development of the networks that connect these concepts. This paper investigates the scope and influence of spatiotemporal networks that may link concepts in the learning of mathematics.
Motivating Low-Performing 11th Graders through Blogging: A Case Study
Author: Sad, Ahmad F.
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Student Motivation,Low Achievement,Electronic Publishing,Web Sites,Portfolios (Background Materials),Grade 11,Arabs,Observation,Content Analysis,Interviews,Secondary School Teachers,Correlation,High School Students,Instructional Effectiveness,Web 2.0 Technologies,Computer Uses in Education,Vocational High Schools,Teacher Effectiveness

As low-achieving students face difficult time at school and usually experience low motivation to learn, blogging in the classroom might be used as a possible way of motivating them through its use as an e-portfolio (show-case blog) for students to show their work. The researcher used case study approach to examine 11th grade class (n = 22) Arab male low-achieving students in a secondary vocational school in east Jerusalem during the first semester of 2012/2013 academic year. Through continuous observation, content analysis and interviews with teachers and students the researcher studied the students and their individual blogs that they used to submit assignments from their official curriculum. The research results show a positive correlation between student blogging and student motivation, but there is more important consideration for the setting since low-achieving students are different, like type of assignment used, authenticity of assessment, and teacher efficacy.
Preservation of Educational Inequality in Doctoral Education: Tacit Knowledge, Implicit Bias and University Faculty. Research &amp; Occasional Paper Series: CSHE.1.17
Author: MacLachlan, Anne J.
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Equal Education,Doctoral Programs,College Faculty,Socialization,Social Bias

Making doctoral education accessible and successful for students from low income, first generation families as well as members of immigrant or specific ethnic groups is a world- wide problem. In the US the traditional explanation for the low numbers of Ph.D. recipients from these groups are lack of preparation, lack of interest and a &quot;leaky pipeline.&quot; These alone are not enough to explain disparities. This article argues that the most powerful vehicles of exclusion are tacit knowledge and the implicit bias of faculty and is related to doctoral/faculty socialization. Faculty share the values and prejudices of the broader society and those of their own group--one which in the US is predominately white, male and from well-educated middle class families. Their identity as &quot;faculty&quot; of a particular discipline and as members of a profession legitimizes their capacity to evaluate and judge matters within their discipline and their professional responsibilities. Most faculty tend to believe they are objective and even &quot;scientific&quot; in their judgements. Nonetheless, in the course of their lifetimes they have acquired tacit knowledge within the range of their experiences that can be expressed as &quot;implicit bias&quot; and is now documented. The result may be variable responses to students based on their personal characteristics, not their academic merit. Since faculty are to a great extent similarly socialized into their profession in many countries, this model for understanding a major source of discrimination could be potentially useful beyond the US, even if doctoral training is formally organized differently elsewhere. Faculty everywhere are the gatekeepers.
Role Model Effects of Female STEM Teachers and Doctors on Early 20th Century University Enrollment in California. Research &amp; Occasional Paper Series: CSHE.10.16
Author: Bleemer, Zach
Date: 2016-12-00
Type: Reports - Research
Subjects: Role Models,Women Faculty,Females,STEM Education,Gender Differences,Majors (Students),Educational History,High Schools,Secondary School Teachers,Databases,Science Teachers,Regression (Statistics),Access to Information,Social Networks,Socioeconomic Influences,Student Records,Racial Differences,Geographic Location,Statistical Analysis,Physicians

What was the role of imperfect local information in the growth, gender gap, and STEM (Science, Technology, Engineering and Math) major selection of early 20th century American universities? In order to examine pre-1950 American higher education, this study constructs four rich panel datasets covering most students, high school teachers, and doctors in the state of California between 1893 and 1946 using recently-digitized administrative and commercial directories. Students attending large California universities came from more than 600 California towns by 1910, with substantial geographic heterogeneity in female participation and STEM major selection. About 43 percent of university students in 1900 were women, and the number of women attending these universities increased by more than 500 percent between 1900 and 1940. Meanwhile, the number of California towns with female high school physics or chemistry teachers doubled between 1903 and 1923, while the proportion of towns with a female doctor increased from 20 to 26 percent (adding almost 60 towns) during the same period. Event study regression analysis shows that towns became 9-15 percentage points more likely to send at least one female student to the institutions examined in this study after the arrival of their first female high school physics or chemistry teacher or female doctor, implying a 2 percentage point increase in the likelihood of young women's college attendance, but that the arrival of female STEM teachers decreases the likelihood of a town's sending a male STEM student to university by 10 percentage points. This study establishes the role of limited information and social networks in early 20th century educational choices, and has implications for both historical growth accounting and contemporary educational practices in developing economies. It also provides a window into the tremendous socioeconomic mobility afforded by California's commitment to mass higher education. This is the first of several planned studies that are part of the new UC Cliometric History Project based as CSHE in anticipation of UC's 150th anniversary.
The Evolution of Flagship Universities: From the Traditional to the New. Research &amp; Occasional Paper Series: CSHE.11.16
Author: Douglass, John Aubrey
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Universities,Educational Development,Educational History,Educational Research,Instruction,Public Service,Institutional Mission,Models,International Assessment,School Effectiveness,Recognition (Achievement),Reputation

In the face of the dominant World Class University rhetoric and ranking paradigm, most academic leaders and their academic communities have had difficulty conceptualizing and articulating their grander purpose and multiple engagements with society. Some seem to wait for the next ministerial edict to help or push them toward greater societal relevancy--often limited to improved global rankings. This essay discusses the evolving idea of the Flagship University, its past and future, and the need to develop and articulate a more holistic and modern narrative regarding the role of these important institutions. &quot;The New Flagship University&quot; is an institution grounded in its historical purpose, but remarkably different in its devotion to access and equity, to the quality of its teaching, research and public services mission, and to meeting national and regional socioeconomic needs. This essay briefly discusses some of the central themes in the book, &quot;The New Flagship University,&quot; and includes observations in recent articles by scholars and researchers on their relevancy in various parts of the world. Leading national or &quot;Flagship Universities&quot; are now more important for socioeconomic mobility, for knowledge production, for generating economic and civic leaders, and for pushing innovation and societal self-reflection than in any other time in their history.
High Performance, Confidence, and Disinclination to Explore: A Case Study
Author: Williams, Gaye
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Simulation,Interviews,Problem Solving,Mathematics Skills,Teaching Methods,Mathematics Instruction,Creative Thinking,Foreign Countries,Mathematical Concepts,Concept Formation,Elementary School Students

This video-stimulated interview study of problem-solving activity of a high performing Grade 6 girl who displayed confidence in her mathematical ability, provides a microanalysis of tensions she encountered when her findings using concrete aides did not match her rule application. It highlights her disinclination to explore these inconsistencies. This study points to the problematic nature of pedagogical approaches that develop only instrumental understandings and emphasises the need to explicitly value what policies promote; creative and innovative thinking.
The Influence of Mathematical Beliefs on Low-Achieving Adult Learners
Author: Whitten, Damon
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Beliefs,Mathematics,Low Achievement,Postsecondary Education,Adult Learning,Foreign Countries,Mathematics Skills,Attitudes,Numeracy,Adults,Affective Behavior,Identification (Psychology)

This paper explores how beliefs about mathematics may influence low-achieving adults' re-engagement with mathematics in the tertiary sector. Adult learners who have problematic mathematical histories often hold negative beliefs about the nature of mathematics and how it is learned. In New Zealand these adults are often required to re-engage in mathematical provision in the tertiary sector to gain qualifications for employment. The beliefs they hold about mathematics may negatively influence their approach to learning mathematics and their affective response to it. This paper explores several ways in which negative beliefs about mathematics may undermine adults' success.
Pre-Service Teachers' Concept Image for Circle and Ellipse
Author: Wright, Vince
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Instruction,Geometric Concepts,Concept Formation,College Students,Mathematics Tests,Coding,Mathematical Logic,Foreign Countries

Concept image is proposed by Vinner and Tall (1981) to differentiate the elements and relationships that a learner constructs about a concept from formal mathematical definition for the same concept. The answers of 119 University students to an examination question are analysed to establish the concept images they have for circle and ellipse. The results show the difficulty the students have in reasoning with properties at the higher levels of Van Hiele's (2004) model of geometric thought.