ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a Web-Based Environment for Learning to Solve Problems with the Linux Command Line: The Problem-Posing Approach
Author: Mihci, C.
Date: 2020-07-00
Type: Journal Articles
Subjects: Web Based Instruction,Problem Solving,Problem Based Learning,Computer Science Education,Programming,Computer Software,Teaching Methods,Outcomes of Education,Academic Achievement,Student Attitudes,Student Satisfaction,Attitude Change,Learning Activities

Computers are problem-solving tools at heart. Without an operating system though, they would be rendered useless. Most computer users are unaware of the inherent capabilities of the bare OS and the problems it can solve for them. This comes naturally in an era of commercialized solutions in the form of apps and software packages. However, gaining understanding of the built-in functions of an OS hidden behind the graphical user interface may let students discover new, personally relevant problems. In turn, attempts at formulating and solving these could help students gain complex cognitive skills in IT. This study explores the notion of problem-posing and proposes a Web-based learning environment; where users may create guides and tutorials in addition to posing their own educational problems pertaining to GNU/Linux Command Line use. Problems are stored in a repository and may be rated, reviewed, discussed or solved by peers. A virtual environment running a Linux distribution may be configured by users to accompany a posed problem and help create a complete sandbox reflecting the problem's story and structural elements.
Report on the Condition of Education 2023. NCES 2023-144
Author: Irwin, Véronique
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,COVID-19,Pandemics,Family Characteristics,Race,Ethnicity,Enrollment Trends,School Choice,Internet,Students with Disabilities,English Language Learners,Charter Schools,Public Schools,Private Schools,Proprietary Schools,Access to Computers,National Competency Tests,Academic Persistence,Graduation Rate,High School Students,Educational Finance,Student Costs,Student Financial Aid,Educational Attainment,Outcomes of Education,Private Colleges,Public Colleges,High School Graduates,Achievement Tests,Science Tests,Mathematics Achievement,Science Achievement,Mathematics Tests,Foreign Countries,Public School Teachers,College Faculty,College Graduates,Young Adults,Education Work Relationship,Teacher Characteristics,International Assessment,Socioeconomic Status,Educational Legislation,Equal Education,Federal Legislation,Student Characteristics

The &quot;Report on the Condition of Education&quot; is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics; preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. The Report on the &quot;Condition of Education 2023&quot; encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For &quot;The Condition of Education 2023&quot;: At a Glance, see ED628291. For the &quot;Report on the Condition of Education 2022. NCES 2022-144,&quot; see ED619870.]
A Research on Geometry Problem Solving Strategies Used by Elementary Mathematics Teacher Candidates
Author: Aydogdu, Mustafa Zeki
Date: 2014-02-00
Type: Journal Articles
Subjects: Geometry,Mathematics Education,Problem Solving,Preservice Teachers,Mathematics Teachers,Elementary School Teachers,Gender Differences,Foreign Countries,Mathematics Skills,Mathematical Logic

Geometry is one of the most important branches of mathematics education, because the aim of the geometry teaching is to provide students with the ability of critical thinking, problem solving and a better understanding of the other subjects in mathematics by making the students have a high level of geometric thinking skills (Sahin, O., 2008). Research of problem solving, which is located in the centre of education, in this extremely important branch of mathematics education is quite important for mathematics education in our country as in many countries. There is a lot of research on this issue in the literature. Elçin Emre (2008), has searched secondary school students' abilities of using problem solving strategies in her master's thesis and reached the conclusion that students are quite willing to use a strategy they have learned. Elçin Emre has also observed that students can use the strategies they have learned appropriately in their homework after the strategy teaching. On another research, Israel (2003) has examined problem solving strategies used by 8th grade students in terms of level of success, gender, and socio-economic level variables and reached the conclusion that there is a significant relation between problem solving strategies and the level of success, socio-economic level and gender. This study investigated elementary mathematics teacher candidates' problem solving strategies in geometry classes. The study was carried out with the participation of 20 students attending Buca Faculty of Education Elementary Mathematics Education program in 2012-2013 spring semester. In this study, semi-structured interview was used among qualitative research methods. In order to determine teacher candidates' problem solving strategies, semi-structured interview form and &quot;the form of determining geometry problem solving strategies&quot; consisting of open-ended questions were developed as a means of data collection. In the part of the research findings, there is data including problem solving strategies used by mathematics teacher candidates and the analysis of these strategies according to gender difference. According to the findings, it is determined that teacher candidates benefit from different problem solving strategies existing in the literature. It is thought that investigation of problem solving, which has great importance in the field of mathematics as in many other areas, in geometry classes provides an important contribution to mathematics education by helping students develop their reasoning and problem solving skills, which is one of the aims of mathematics teaching, and providing these skills to be used later in life (Yilmaz, 2007).
&quot;The Condition of Education 2023&quot;: At a Glance
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Family Characteristics,Educational Attainment,Parent Background,Preschool Education,Elementary Secondary Education,Enrollment Rate,Poverty,One Parent Family,Public Schools,Charter Schools,English Language Learners,Race,Ethnicity,Private Schools,Students with Disabilities,Violence,Death,Weapons,Injuries,School Safety,Crime,School Security,Pandemics,Internet,Access to Computers,Public School Teachers,Teacher Characteristics,Reading Achievement,Mathematics Achievement,Science Achievement,Academic Persistence,Dropout Rate,Gender Differences,Racial Differences,Graduation Rate,Income,Educational Finance,Expenditures,Postsecondary Education,Distance Education,Institutional Characteristics,College Faculty,Intellectual Disciplines,Academic Degrees,Nontraditional Students,Costs,Private Colleges,Student Financial Aid,Tuition,Fees,Proprietary Schools,Young Adults,Employment Level,Wages,National Competency Tests,Achievement Tests,International Assessment,Foreign Countries,Mathematics Tests,Science Tests

This &quot;At a Glance&quot; highlights data from &quot;The Condition of Education 2023&quot; including statistics in the following categories: (1) Family Characteristics; (2) Preprimary, Elementary, and Secondary Education; (3) Postsecondary Education; (4) Population Characteristics and Economic Outcomes; and (5) International Comparisons. [For &quot;Report on the Condition of Education 2023. NCES 2023-144,&quot; see ED628286.]
A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics
Author: Schumacher, Robin F.
Date: 2023-00-00
Type: Information Analyses
Subjects: Meta Analysis,Mathematics Instruction,Numeracy,Learning Problems,Research Reports,Elementary School Students,Secondary School Students,Teaching Methods,Correlation,Language Usage,Accuracy,Learning Activities,Research Design,Instructional Effectiveness

This systematic review and meta-analysis appraised and synthesized mathematics interventions research addressing rational number concepts for students with mathematics difficulties (MD) in Grades 3-9. Included studies (n = 28) meet the What Works Clearinghouse Group Design standards (Version 4.0) for study quality. Across all studies, we found significant mean effects (g = 0.68) favoring intervention. Understanding which instructional components within interventions are associated with effects was a fundamental purpose of the study. Random-effects meta-regression models with robust variance estimation (RVE) were used to examine which instructional components moderated effects. The teaching and use of accurate mathematical language emerged as significant (b = 0.50, p = 0.042) when controlling for other instructional components (visual representations, review, student explanations, and fluency building activities) and three control variables (group size, duration, nature of the control). Intervention characteristics and study design features were also explored through moderator analysis. Group size, duration, nature of the control, type of measure, interventionist, provision of ongoing training, and grade level emerged as significant moderators (p &lt; 0.05). [For a previous version of this report, see ED612822.]
Leading for Equity from Where You Are: How Leaders in Different Roles Engage in Shared Equity Leadership. On Shared Equity Leadership Series
Author: Holcombe, Elizabeth
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Leadership Styles,Diversity,Inclusion,Administrator Attitudes,Educational Practices,Instructional Leadership,College Faculty,Student Personnel Workers,Counselor Attitudes,Teacher Attitudes,Middle Management,College Administration,Counselor Role,Teacher Role,Administrator Role,Educational History,Barriers,Student Role,Student Personnel Services,Organizational Change,Outcomes of Education

In this report, the fourth in the &quot;On Shared Equity Leadership series,&quot; the authors describe the ways that leaders in different campus roles contribute to shared equity leadership (SEL) efforts. SEL is a leadership approach that scales diversity, equity, and inclusion (DEI) work and creates culture change by connecting individual and organizational transformation. Individuals embrace a personal journey toward critical consciousness to become equity-oriented leaders. Collectively, leaders embody a set of values and enact a set of practices that form new relationships and understandings, ultimately working to dismantle current systems and structures that inhibit equitable outcomes. This report examines roles from both a functional perspective (e.g., faculty, student affairs, and DEI-specific roles) and from a positional view (e.g., senior-level, mid-level, and groundlevel leaders), and it highlights the ways in which different values and practices are especially important for leaders in particular roles.
Capacity Building for Shared Equity Leadership: Approaches and Considerations for the Work. On Shared Equity Leadership Series
Author: Holcombe, Elizabeth
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Capacity Building,Leadership Styles,Higher Education,Equal Education,Diversity,Inclusion,Organizational Change,Organizational Culture,Change Strategies,Cooperation,Faculty Development,Workshops,Communities of Practice,Faculty Promotion,Coaching (Performance),Mentors,Leadership Role,Student Needs

This report, the fifth in the &quot;On Shared Equity Leadership series,&quot; explores ways to build capacity for the work of shared equity leadership (SEL) in higher education. SEL is a leadership approach that scales diversity, equity, and inclusion (DEI) work and creates culture change by connecting individual and organizational transformation. Capacity-building efforts help leaders develop a repertoire of knowledge, skills, and dispositions to collectively lead equity-minded change efforts on campus. To create environments where SEL can thrive, campuses need to build capacity for both shared leadership and DEI. This distinction is important because shared leadership capacity building involves working and leading collaboratively, whereas capacity building for DEI is more focused on the knowledge, skills, and critical consciousness necessary to make progress toward DEI-related goals. Additionally, capacity for SEL must be built at multiple levels--the personal or individual level, the collective or team level, and the organizational level. The report identifies distinct strategies for building capacity at each level and indicates whether they can build capacity for shared leadership, DEI, or both.
Synthetic Controls with Staggered Adoption
Author: Ben-Michael, Eli
Date: 2022-04-00
Type: Reports - Research
Subjects: Causal Models,Statistical Inference,Computation,Evaluation Methods,Error of Measurement,Monte Carlo Methods,Collective Bargaining,Correlation,Educational Finance,Expenditures,Mathematical Formulas

Staggered adoption of policies by different units at different times creates promising opportunities for observational causal inference. Estimation remains challenging, however, and common regression methods can give misleading results. A promising alternative is the synthetic control method (SCM), which finds a weighted average of control units that closely balances the treated unit's pre-treatment outcomes. In this paper, we generalize SCM, originally designed to study a single treated unit, to the staggered adoption setting. We first bound the error for the average effect and show that it depends on both the imbalance for each treated unit separately and the imbalance for the average of the treated units. We then propose 'partially pooled' SCM weights to minimize a weighted combination of these measures; approaches that focus only on balancing one of the two components can lead to bias. We extend this approach to incorporate unit-level intercept shifts and auxiliary covariates. We assess the performance of the proposed method via extensive simulations and apply our results to the question of whether teacher collective bargaining leads to higher school spending, finding minimal impacts. We implement the proposed method in the augsynth R package. [This paper was published in &quot;Journal of the Royal Statistical Society Series B: Statistical Methodology&quot; v84 n2 Apr 2022.]
To Utility and Beyond! Specifying and Advancing the Utility of Measurement-Based Care for Youth
Author: McLeod, Bryce D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mental Health Programs,Measurement,Evidence Based Practice,Youth,Clinical Diagnosis,Decision Making,Usability,Data Collection,Program Implementation,Feedback (Response)

Mental health organizations that serve youth are under pressure to adopt measurement-based care (MBC), defined as the continuous collection of client-report data used to support clinical decision making as part of standard care. However, few frameworks exist to help leadership ascertain how to select an MBC approach for a clinical setting. This paper seeks to define how an MBC approach can display clinical utility to provide such a framework. Broadly, we define clinical utility as evidence that an MBC approach assists stakeholders in fulfilling clinical goals related to care quality (i.e., improve client clinician alliance and clinical outcomes) at the client (i.e., youth and caregiver), clinician, supervisor, and administrator levels. More specifically, our definition of clinical utility is divided into two categories relevant to the usability and usefulness of an MBC approach for a specific setting: (a) implementability (i.e., evidence indicating ease of use in a clinical setting) and (b) usefulness in aiding clinical activities (i.e., evidence indicating the potential to improve communication and make clinical activities related to care quality easier or more effective). These categories provide valuable information about how easy an MBC approach is to use and the potential benefits that the MBC data will confer. To detail how we arrived at this definition, we review prior definitions of clinical utility, discuss how previous definitions inform our definition of clinical utility for MBC, and provide examples of how the concept of clinical utility can be applied to MBC. We finish with a discussion of future research directions.
The System of Support in the Managerial, Entrepreneurial, and Strategic State
Author: Redding, Sam
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Change,Entrepreneurship,School Districts,Strategic Planning,Educational Improvement,Educational History,Educational Administration,School Turnaround,Educational Finance,Kindergarten

The &quot;statewide system of support,&quot; a feature of Congress's 1994 reauthorization of the Elementary and Secondary Education Act, provided an organizational framework for a &quot;managerial&quot; approach to school improvement that was accelerated in No Child Left Behind (2001). When Congress temporarily flooded states with economic recovery money in 2010, the surge of resources fed a reform zeal and &quot;entrepreneurial&quot; attitude that systems of support helped contain. When the flow of money subsided, patience with federal imposition withered, and frustration with languid academic outcomes mounted, ESEA was reauthorized. This time it was called the Every Student Succeeds Act (ESSA) of 2015, and the system of support was no longer named. The structure of a system of support, however, proved useful for states that were now more independently &quot;strategic&quot; in how they guided and assisted their districts and schools. As programs, projects, and initiatives within state departments of education rise and fall with shifts in legislative emphasis and educator favor, a systems approach to school improvement provides coherence, economy, and strategic discipline. This report traces the history of systems of support and looks for overarching themes in how states addressed the improvement of their schools. [The Systems Development and Improvement Center at the University of Cincinnati sponsored this work.]
Improving Student Mathematics Performance in Three Distinct Middle Schools: Technical Report of Year 1 Implementation
Author: Jayanthi, Madhavi
Date: 2022-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Middle School Students,Intervention,Algebra,Learning Disabilities,Mathematics Instruction,Faculty Development,Mathematics Teachers,Curriculum Implementation,Instructional Effectiveness

This implementation project focused on supporting teachers who provide mathematics instruction and/or intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). The research team worked with three schools, over three years. Instructional delivery differed across schools, primarily in setting and amount of time students received mathematics instruction. Given these various contexts, the project provided job-embedded professional development to support each school's implementation of the three key features of the project: using evidence-based curricula, using evidence-based practices, and responsive coaching. By focusing middle school intervention on algebraic reasoning--which requires a strong understanding of rational numbers, variables, and equivalence--students with MLD and MD made gains across the school year that were comparable to their peers. However, the gains were not enough to close the achievement gap between students with MLD and MD and students who are on grade-level. Given the three-year implementation of this project included two years of altered instruction due to COVID-19 restrictions, it is encouraging that students with MLD and MD made gains that were comparable to their peers. The project worked with eight teachers across the three schools and found variability among their implementation and how they preferred to work with the research team. From an implementation science perspective, one year of implementing a new innovation is likely insufficient to fully build capacity in teachers to sustain the practices learned from the JEPD. However, teachers indicated that they learned many new things related to teaching students with MLD and MD through the JEPD, which is encouraging.
Sparking Innovation in Maine&apos;s Classrooms
Author: Region 1 Comprehensive Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Innovation,Grants,Federal Aid,Program Administration,School Districts,Teamwork,Technical Assistance,Educational Resources,Outdoor Education,Flexible Progression,Access to Education,Online Courses,COVID-19,Pandemics,Partnerships in Education,Cooperative Planning

The Maine Department of Education (MDOE) leveraged the U.S. Department of Education's Rethink K-12 Education Models grant to provide significant funding to districts to support innovative solutions to persistent problems of practice--particularly those heightened by the pandemic. MDOE's grant began in fall 2020. It prioritized innovations focused on outdoor education, multiple flexible educational pathways, extended learning opportunities, and online learning. The Region 1 Comprehensive Center (R1CC) has supported MDOE since the beginning of the project, serving as a thought partner on the grant proposal, co-developing resources to support grant implementation, and developing professional development trainings on grant-related topics. This brief is a review how the grant was administered in Maine.