ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I Don&apos;t Think I Would Teach This Way&quot;: Investigating Teacher Learning in Professional Development
Author: Prasad, Priya V.
Date: 2015-11-00
Type: Reports - Research
Subjects: Faculty Development,Mathematics Instruction,Teaching Methods,Pedagogical Content Knowledge,Motivation,Correlation,Teacher Attitudes,Algebra,Knowledge Level,Middle School Teachers,Mathematics Teachers,Observation,Interviews,Qualitative Research,Case Studies

Can professional development (PD) have a profound and lasting effect on participating teachers? The purpose of this study was to understand how teachers learn new mathematics content in professional development in order to contribute to the open question of how PD affects teachers' actual instructional choices in the classroom. Teachers were followed from a content-based PD program into their classrooms and their content knowledge was probed in each context. Data was analyzed from the perspective of motivation theory. Findings show compelling links between teachers' motivations, their conceptions of their students, and the nature of their knowledge of algebra. These links have broader implications for conceptualizing in-service teacher learning. [For the complete proceedings, see ED583989.]
Teachers&apos; Positioning in Professional Development: The Case of Age and Grade
Author: Wilson, P. Holt
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Mixed Methods Research,Mathematics Instruction,Faculty Development,Prior Learning,Age Differences,Instructional Program Divisions,Interpersonal Communication,Speech Acts,Discourse Analysis,Audio Equipment,Video Technology,Elementary School Teachers,Elementary School Students

In this mixed methods study, we use positioning theory to analyze teachers' professional discussions about students' mathematical work over the course of 60 hours of professional development focusing on a learning trajectory. After identifying a category of speech actions that suggested student learning is limited by their age or grade level, a quantitative investigation revealed that teachers' discussions grew to include elements of the learning trajectory over time. A subsequent qualitative analysis revealed changes in the structure of these discussions, where teachers came to recognize and use students' prior experiences in instruction, and student learning was more influenced by prior experiences than their age or grade level. [For the complete proceedings, see ED583989.]
A Toolbox for Supporting Early Number Learning in Play: Moving beyond &quot;How Many&quot;?
Author: Wager, Anita A.
Date: 2015-11-00
Type: Reports - Research
Subjects: Preschool Teachers,Play,Numbers,Teaching Methods,Number Concepts,Mathematics Instruction,Preschool Education,Preservice Teacher Education,Faculty Development,Teacher Competencies,Longitudinal Studies,Rural Schools,Video Technology,Interviews,Kindergarten,Grade 1

This paper explores the ways preschool teachers orchestrate instructional environments to promote mathematical play related to early number and, how they intervene during play to promote children's engagement with early number. We highlight these practices to identify resources for the growing numbers of early childhood teachers. This is important as many prospective and practicing teachers do not have access to the knowledge of teaching that supports young children's math learning because of the constraints of mathematics methods courses and the dearth of research on early childhood mathematics in mathematic education journals -- particularly in-depth attention to early number and teaching mathematics in play. [For the complete proceedings, see ED583989.]
Social Capitol, Social Networks, and Lesson Study: Sustaining Mathematics Lesson Study Practices
Author: Druken, Bridget K.
Date: 2015-11-00
Type: Reports - Research
Subjects: Social Capital,Social Networks,Lesson Plans,Mathematics,Mathematics Instruction,Mathematics Teachers,Faculty Development,Partnerships in Education,Grounded Theory,Teacher Surveys,Elementary School Teachers,Teacher Attitudes,Principals,Administrators,College School Cooperation,Semi Structured Interviews

I investigate the sustainability of lesson study as mathematics teachers who participated in a 3-year professional development partnership engage in a district scale-up lesson study professional experience. This study answers three questions: (1) what are K-12 teachers' conceptions of sustaining mathematics lesson study, (2) what practices of lesson study continued after the grant as reported by participants, and (3) what are supportive and constraining factors in continuing lesson study after external funding ends when there is both reported desire from teachers as well as some district support? Survey and interview data are analyzed using grounded theory and social network analysis for patterns in and structure to activities. Findings suggest rich conceptions of lesson study, the continuation of particular lesson study practices, and the importance of integration and linkage as factors that supported or hindered lesson study. [For the complete proceedings, see ED583989.]
A Multi-Year Study of the Impact of a Problem-Solving Focused Professional Development on Teacher Leadership
Author: Yow, Jan A.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Teacher Leadership,Faculty Development,Mathematics Instruction,Teaching Methods,Problem Solving,Teacher Surveys,Teacher Collaboration,National Surveys,Communities of Practice

This study explored the connections between teacher leadership and a professional development model focused on problem-solving, Math Teachers' Circles (MTC). Surveys were completed by 213 MTC participants resulting in three years of data across multiple sites. A mathematics education leadership framework provided a data analysis tool. Findings suggested MTCs did impact participant teacher leadership, as survey results attended to all three areas of leadership from the analysis framework. [For the complete proceedings, see ED583989.]
Learning Instructional Practices in Professional Development
Author: Webb, Jared
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Faculty Development,Case Studies,Secondary School Teachers,Secondary School Mathematics,Student Centered Learning,Difficulty Level,Summer Programs,Video Technology,Reflection,Barriers,Learner Engagement

In this paper, we describe teachers' learning of an instructional practice related to launching a cognitively demanding task. Using a multi-case study design, we analyze eight teachers' participation in a rehearsal of the instructional practice in professional development and the ways these teachers enacted this practice in their classroom instruction. Our findings suggest that what teachers attended to in their rehearsal related to their classroom practice and the degree to which the cognitive demands of the task were maintained. [For the complete proceedings, see ED583989.]
Preservice Teachers&apos; Strategies to Support English Learners
Author: de Araujo, Zandra
Date: 2015-11-00
Type: Reports - Research
Subjects: Preservice Teachers,English Language Learners,Teacher Education Programs,Teacher Effectiveness,Teaching Methods,Interviews,Observation,Reflection,Interpersonal Communication,Visual Stimuli,Comprehension,Elementary School Teachers,Difficulty Level,Qualitative Research

Although English language learners (ELLs) are one of the fastest growing groups of students in the United States, many teacher preparation programs have yet to require preservice teachers (PSTs) to receive training in effective practices for teaching ELLs. We examined a four-week field experience pairing an elementary PST with an ELL. We examined the strategies PSTs used to support ELLs as they implemented cognitively demanding mathematics tasks. Through interviews, observations, and written reflections, we found that the PSTs tried to support students, with varying degrees of success, by allowing for multiple modes of communication, including visual supports, pressing for explaining, and checking for understanding. Implications for teacher preparation are discussed. [For the complete proceedings, see ED583989.]
Mathematics Classroom Interactions in the Virtual Synchronous Environment
Author: Huang, Dinglei
Date: 2015-11-00
Type: Reports - Research
Subjects: Grade 7,Educational Technology,Technology Uses in Education,Teaching Methods,Mathematics Instruction,Synchronous Communication,Virtual Classrooms,Observation,Computer Software,Coding,Interpersonal Communication,Student Participation,Group Discussion,Interaction

We compared classroom interactions during two episodes in a seventh grade virtual mathematics class. Both episodes were drawn from virtual live lessons utilizing different lesson layouts. We investigated how mathematical knowledge was negotiated in both episodes. The results show that the layout of live lessons had an effect on how students shared their thinking. [For the complete proceedings, see ED583989.]
Relationships between Prospective Mathematics Teachers&apos; Beliefs and TPACK
Author: Smith, Ryan C.
Date: 2015-11-00
Type: Reports - Research
Subjects: Preservice Teachers,Student Attitudes,Pedagogical Content Knowledge,Technological Literacy,Knowledge Level,Correlation,Beliefs,Mathematical Concepts,Mathematics Instruction,Semi Structured Interviews,Educational Technology,Technology Uses in Education

We examine relationships between prospective teachers' (PTs') beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their knowledge of how to use technology to teach and learn mathematics. We interviewed 4 PTs and used Ernest's (1989) classification of beliefs and Goos, Galbraith, Renshaw, and Geiger's (2003) perspectives of technology to uncover PTs' beliefs. We examined PTs' knowledge of using technology by conducting a task-based interview based on the TPACK framework (Mishra &amp; Koehler, 2006). We found there appeared to be relationships between PTs' beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology and their content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge respectively. [For the complete proceedings, see ED583989.]
Improving Child Self-Regulation and Parenting in Families of Pre-Kindergarten Children with Developmental Disabilities and Behavioral Difficulties
Author: Pears, Katherine C.
Date: 2015-00-00
Type: Reports - Research
Subjects: Developmental Disabilities,Child Behavior,Behavior Problems,Self Control,Parenting Styles,Preschool Children,Intervention,Randomized Controlled Trials,Parent Participation,School Readiness,Program Effectiveness,Kindergarten,Parenting Skills,Student Adjustment,Screening Tests,Semi Structured Interviews,Questionnaires,Group Activities,Parent Education,Check Lists,Interpersonal Competence,Cognitive Development,Intelligence Tests,Young Children,Statistical Analysis

The transition to school may be particularly difficult for children with developmental disabilities and behavioral difficulties. Such children are likely to experience problems with self-regulation skills, which are critical to school adjustment. Additionally, inconsistent discipline practices and low parental involvement in children's schooling may contribute to a poor transition to school. This study employed a randomized clinical trial to examine the effects of a school readiness intervention that focused on children's self-regulation skills as well as parenting and parental involvement in school. Results showed that the intervention had positive effects on children's self-regulation in kindergarten as measured by teacher and observer reports. Additionally, the intervention significantly reduced ineffective parenting prior to school entry, which in turn affected parental involvement. This finding is significant because it demonstrates that parental involvement in school may be increased by efforts to improve parenting skills in general. Overall, the study demonstrated that school adjustment across kindergarten among children with developmental disabilities and behavioral difficulties can be enhanced through an intervention aimed specifically at improving school readiness skills. [This paper was published in &quot;Prevention Science&quot; v16 p222-232 2015.]
From Seeing to Achieving: Using Graphic Novels as a Tool to Support the Writing Skills of Fifth Grade Boys
Author: Sumerfield, Sandra S.
Date: 2017-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Writing Instruction,Teaching Methods,Novels,Cartoons,Writing Skills,Skill Development,Elementary School Students,Grade 5,Males,Learner Engagement,Essays,Revision (Written Composition),Freehand Drawing,Student Developed Materials,Ethnography,Self Concept,Learning Motivation,After School Programs,Vocabulary Development,Observation,Interviews,Personal Narratives,Clubs,Writing Workshops,Qualitative Research,Statistical Analysis

This study explored how using graphic novel features in the writing process influenced the motivation and engagement of fifth grade boys to write. Participants used graphica features to visually draft their narrative essays before crafting their final writing piece. During the drafting process, students were encouraged to engage in the revision process as their story ideas evolved through their drawings. The theoretical framework supporting this research was cultural historical activity theory (CHAT), developed by Vygotsky (1978). In addition to CHAT, the researcher used the underpinnings of Rosenblatt's (1988) transactional theory as writers interacted with their written text. The study was designed as a focused ethnography relying on qualitative data and supported by data that sought to quantify participant writer's self-perception along with motivation to write. Three questions guided this study: 1. How did drafting a story, using graphic novel features as a tool, affect the writer self- perception of fifth grade boys participating in an afterschool writing program? 2. How did drafting a story, using graphic novel features as a tool, affect the motivation to write of fifth grade boys participating in an afterschool writing program? 3. How did drafting a story, using graphic novel features as a tool, influence the use of descriptive vocabulary in the narrative writing of fifth grade boys? Data were collected through observations, interviews, personal narratives, and the WSPS and MRP-R instruments developed to quantify motivation and self-perception about writing. Overall, students demonstrated more engagement with, and a stronger commitment to, their writing. Participants became so motivated to write, they created a writing club (The Writers' Club) and continued to meet after completion of the study.
Improving Kindergarten Readiness in Children with Developmental Disabilities: Changes in Neural Correlates of Response Monitoring
Author: McDermott, Jennifer Martin
Date: 2017-00-00
Type: Reports - Research
Subjects: Developmental Delays,Self Control,School Readiness,Transitional Programs,Program Effectiveness,Responses,Skill Development,Cognitive Processes,Feedback (Response),Neurological Organization,Intervention,Child Behavior,Preschool Education,Randomized Controlled Trials,Behavior Problems,Kindergarten,Statistical Analysis

Background: Among children diagnosed with developmental delays, difficulties in self-regulation are prominent and have been linked to school readiness problems. Objective: The current study sought to examine the impact of the Kids In Transition to School (KITS) school readiness intervention program on self-regulation, with a specific focus on response monitoring skills, among children with developmental delays. Method: Children (n = 20 in the KITS group and n = 21 in a services as usual group) were administered a flanker task during which event-related potential data were collected to examine group differences in response monitoring. Results: Findings indicated that children in the KITS group showed significant enhancement of a neural index of response monitoring post-intervention. Specifically, the KITS group showed a significant change in the magnitude of their feedback-related negativity in response to negative performance feedback from baseline to post-intervention, whereas children in the services as usual group did not. There were no significant differences between the groups for the error-related negativity or the error-related positivity on incorrect trials nor were there group differences in behavioral performance on the task at the post-intervention assessment. Conclusion: Overall, these findings provide support for the plasticity of response monitoring skills in young children and support the growing literature demonstrating improved self-regulation outcomes via intervention that enhances children's response monitoring. [This paper represents the online first version of the article to be published in &quot;Applied Neuropsychology: Child.&quot;]
Cost Benefit Analysis of First 5 Kern-Funded Programs
Author: Wang, Jianjun
Date: 2018-06-06
Type: Reports - Research
Subjects: Cost Effectiveness,Program Effectiveness,Early Childhood Education,School Taxes,Program Costs,Educational Benefits,Best Practices,Statistical Inference,Sampling,Outcomes of Education,Value Added Models,Sustainability,Partnerships in Education,State Programs,Statewide Planning,State Aid,Funding Formulas,Statistical Analysis

Early childhood education programs play an important role in child family-to-school transition. In 1998, California voters passed Proposition 10, the California Children and Families Act, which levied a 50-cent tax on each pack of cigarettes and other tobacco products to finance programs for children ages 0-5. In less than two decades, First 5 Kern has administered more than $180 million from Proposition 10 to support early childhood services. Following the state statute to &quot;use outcome-based accountability to determine future expenditures&quot;, this Cost-Benefit Analysis (CBA) includes three components: (1) configuration of the trend in program costs and benefits during 2010-2017; (2) review of comparable programs to support the transfer of long-term benefits from well-documented projects to First 5 Kern-funded programs; and (3) bootstrapping and value-added assessments of CBA outcomes across the adjacent funding cycles. Five research questions have been examined extensively in this trend data analyses across 39 programs: (1) How many programs have reached a status to pay for themselves with First 5 Kern funding? (2) What is the contribution of First 5 Kern, through partnership building, in improving the programs' financial conditions? (3) What programs would have been otherwise unavailable without First 5 Kern funding? (4) What programs became more sustainable, due to First 5 Kern's support for external fund leveraging, between the adjacent funding cycles? (5) What is the long-term return of First 5 Kern-funded programs and services? Value-added assessments have been conducted to discount the service benefit and cost in the 2018 dollar value. Bootstrapping methods were adopted to construct 95% confidence intervals for the benefit-cost ratio estimation. The result showed service benefits at least double Proposition 10 investments in Kern County during the seven-year period.
Increasing Pre-Kindergarten Early Literacy Skills in Children with Developmental Disabilities and Delays
Author: Pears, Katherine C.
Date: 2016-00-00
Type: Reports - Research
Subjects: Emergent Literacy,Preschool Education,Developmental Disabilities,Developmental Delays,Skill Development,Early Childhood Education,Special Education,School Readiness,Randomized Controlled Trials,Behavior Problems,Student Improvement,Interviews,Standardized Tests,Semi Structured Interviews,Questionnaires,Instructional Effectiveness,Elementary School Students,Reading Fluency,Reading Tests,Language Tests,Early Intervention

Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d = 0.14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (ß = 0.09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills. [This paper was published in &quot;Journal of School Psychology&quot; v57 p15-27 2016.]
50th Anniversary--Federal TRIO Programs
Author: Department of Education (ED)
Date: 2014-00-00
Type: Collected Works - General
Subjects: Federal Programs,Educational Opportunities,Educational Attainment,Educational History,Program Descriptions,Geographic Distribution,Funding Formulas,Alumni,Graduate Surveys,Personal Narratives,Learning Experience,Developmental Studies Programs,Academic Support Services,Talent Identification,Academic Achievement,Educational Practices,Educational Administration

This compilation includes materials celebrating the 50th anniversary of the U.S. Department of Education's Federal TRIO programs. The Federal TRIO programs were named such in 1968 after a trio of programs designed to foster increased educational opportunity and attainment: Upward Bound, Talent Search, and Student Support Services. Since 1968, the TRIO programs have been expanded to provide a wider range of services. Today, nine TRIO programs are included under the TRIO umbrella, seven of which provide direct services to students. Additional TRIO programs include: (1) Educational Opportunity Centers (EOCs); (2) Veterans Upward Bound (VUB); (3) Ronald E. McNair Postbaccalaureate Achievement Program (McNair); (4) Upward Bound Math and Science (UBMS); and (5) Training Program for Federal TRIO Programs. The first document in this compilation is divided into five parts: (1) History of the Federal TRIO Programs; (2) Descriptions of the Programs; (3) By the Numbers: TRIO Fiscal Year 2013 Funding and Geographic Distribution; (4) TRIO Alumni Stories; and (5) Voices from the Field: Highlights from TRIO Projects. The second document is the 50th Anniversary Federal TRIO Programs August 2014 symposium program followed by presenter biographies. The U.S. Department of Education's (Department) Student Service Area coordinated the symposium to celebrate, review and discuss the impact of these federal programs. The theme for the 50th anniversary was &quot;TRIO: Celebrating 50 Years of Promoting Excellence by Providing Hope and Opportunity for Success.&quot; The third and final document in this compilation is the 50th Anniversary Commemorative Edition of the Department's &quot;Student Service Updates&quot; (August 2014). The issue includes: (1) Celebrating 50 Years; (2) Student Outreach Day; (3) The Federal TRIO Programs: 50 Years of Success (Alumni Stories); (4) GEAR UP Update; (5) Sharing Student Service; (6) TRIO Training Program Update; (7) International and Foreign Language Competitions; and (8) FY 2015 Student Support Services Pre-Application Technical Assistance Workshop.