ethanporcaro/eric-fulltext-meta huggingface dataset:
Section Retesting: Do Students Perform as Expected? Technical Brief
Author: Radunzel, Justine
Date: 2020-02-00
Type: Reports - Research
Subjects: Testing,Repetition,College Entrance Examinations,Scores,Achievement Gains,Outcomes of Education,High School Students,Language Tests,Mathematics Tests,Reading Tests,Science Tests

Beginning in September 2020, students will have the option to retake one or more sections of the ACT® test (referred to as section retesting, modular testing, or single-subject retesting), instead of needing to take the entire battery again. Section retests will only be available to students who have previously completed the full battery and only available to students retesting online. The section retest option is being made available to students because research conducted to date indicates that ACT scores combined across multiple administrations are valid; this includes results from the current study which suggest that students' performance when retesting in a single ACT subject area tends to be consistent with expected performance estimated from standard retesting with the full battery. The focus of the current study was to examine student performance on single-subject retests. More specifically, the study objective was to examine whether section retesting results in larger score gains as compared to traditional retesting (taking the entire battery). That is, this study evaluated whether allowing students to take one subject test at a time resulted in students performing better than what is typically seen among students testing with the full battery, taking into account students' prior ACT scores and other testing characteristics. The study also examined how performance on the single-subject retest relates to subsequent performance on the full-battery ACT to evaluate whether any improved performance is associated with true learning gains. Methodology and findings from the study are discussed in detail in this report.
Interaction Analysis of FAIMER Mentor-Learner Web Online Collaborative Learning Session
Author: Zayabalaradjane, Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Group Discussion,Computer Mediated Communication,Faculty Development,Feedback (Response),Medical Education,Allied Health Occupations Education,Online Courses,Mentors,Interaction,College Students,College Faculty,Alumni,Teaching Methods,Cues,Cognitive Processes,Metacognition,Knowledge Level,Educational Technology,Technology Uses in Education

This report presents the compilation of interaction analysis of a month long online discussion that supplemented regular FAIMER fellowship programme for health professional teachers. Online discussion forums are considered as an effective means and if conducted using appropriate protocols and activities will help learners to share and gain knowledge from each other. Research on interaction analysis stresses the need for proper protocols to evaluate online discussion for meaningful learning. For preparing this report Henri's (1992) model for interaction analysis of computer-mediated communication was used for the qualitative analysis of electronic discourse that held as part of FAIMER programme among the 2015 and 2016 FAIMER fellows. The key domains examined for reporting are electronic interaction, social cues, cognitive skills and depth of information processing and metacognitive skills and knowledge. Transcript of interaction analysis of 454 mails posted for the entire month revealed most of the interactions were linear and some are of branching type. The social cues used during this computer mediated communication gave recognition to the moderators. Around 60% of participants' information were at the surface level, 25% were at an in-depth level of information processing, and nearly 15% were of both surface and deep information processing. The metacognitive activities identified by Henri, such as planning, self-awareness, and evaluation were also witnessed in this online discussion making the discussion forum learner-centered. The outcomes of this maiden attempt on the interaction analysis supports the assumption of online discussion forums as an important component of online courses, and the need for usable protocols for analyzing the effectiveness of online discussions as a form of computer-mediated communication. Thus, the FAIMER online discussion forum that was created for collaborative learning on the topic &quot;Giving Feedback&quot; fulfils the criteria proposed in Henri's protocol for evaluating meaningful collaborative learning through online discussions. Online discussions if conducted following appropriate protocols will have greatest potential on the impact of learning and can serve as easy and effective means of capacity building of health professional educators.
Designing Individual Goals to Enhance the Numeracy of Adults with Intellectual Disabilities
Author: Gaunt, Lorraine
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Mathematics Skills,Adults,Intellectual Disability,Goal Orientation,Relevance (Education),Basic Skills

Design research (DR) methodology is often used to investigate the mathematical learning and trial the means of supporting it. We report on data from a larger DR study, in which we investigated how adults with intellectual disabilities (ID) continue to develop their numeracy in everyday activities. Previous analysis of data from this study indicated that adults with ID demonstrate numerate behaviour in the tasks they complete every day. We first discuss our conceptualisation of participants' numeracy learning; then draw on data collected through observations and interviews to illustrate how we designed viable individualised numeracy learning goals for adults with ID that were empirically, as well as theoretically informed.
Construction of Second Language Writer Identity in Student Persuasive Essays: A Metadiscourse Analysis
Author: Castillo-Hajan, Brenfel
Date: 2019-03-00
Type: Journal Articles
Subjects: Persuasive Discourse,Essays,English (Second Language),Second Language Learning,Second Language Instruction,Discourse Analysis,High School Students,Writing Instruction,Teaching Methods,Academic Language,Self Concept,Foreign Countries,Student Attitudes,Interpersonal Communication,Pragmatics,Writing Skills,Form Classes (Languages),Critical Thinking,Thinking Skills,Skill Development

Academic writing is not a lifeless communicative endeavor. It is an interactive process where both writers and readers negotiate meanings in many complex ways. In the case of persuasive essays, students should venture to manifest stance and identity rather than just write to transport ideas. This paper looked into this important aspect of academic writing by examining the construction of writer identity in ESL students' persuasive essays. Data were drawn from 50 persuasive essays written by Filipino senior high school students in a polytechnic school. Using Hyland's (2004a) Model of Interpersonal Metadiscourse, analysis revealed that students employ &quot;self-mention&quot; across all samples in displaying their identity as writers. Findings also underscored the employment of other interpersonal metadiscourse elements such as &quot;hedges,&quot; &quot;attitude markers,&quot; &quot;boosters,&quot; and &quot;engagement markers&quot; in student essays. The study echoes the following implications to L2 academic writing pedagogy: (1) L2 teachers may consider explicit instruction of metadiscourse markers in the classroom if students are to become effective writers; (2) students should be taught pragmatic functions of personal pronouns to help them carry out their stance in such a highly academic world of writing; and (3) more importantly, L2 writing teachers should employ more real-life and authentic writing activities which can foster the development of critical thinking skills and understanding of various contextualized linguistic elements. Moreover, directions for further research are provided in this research.
Enhancing a Mathematics Leader&apos;s Knowledge for Teaching through a Co-Teaching Situation
Author: Livy, Sharyn
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Knowledge Level,Team Teaching,Teacher Collaboration,Teacher Educators,Preservice Teachers,Foreign Countries,Partnerships in Education,Faculty Development,Elementary School Teachers,Knowledge Base for Teaching

This paper reports on a mathematics leader who participated as a co-teacher alongside a teacher educator in a university classroom. The collaboration was designed to bring the profession into the university. Case study research design and qualitative methods were used to analyse written self-reflections, transcripts of interviews and the co-teachers' post-lesson discussion notes. Along with identifying the benefits of the co-teaching for pre-service teachers, it became evident that the mathematics leader also benefitted from this experience. The findings suggest that such collaborative co-teaching experiences may be a legitimate professional learning experience for school mathematics leaders.
Numeracy across the Curriculum in Initial Teacher Education
Author: Bennison, Anne
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Numeracy,Preservice Teacher Education,Preservice Teachers,Curriculum Design,Knowledge Base for Teaching,Secondary School Teachers,Interdisciplinary Approach,National Curriculum

Numeracy is the responsibility of all teachers in Australia. Graduates from Initial Teacher Education programs must demonstrate knowledge and understanding of numeracy teaching strategies. Currently, there is a limited research base to inform curriculum design of courses that develop strategies for embedding numeracy across the curriculum. This paper reports on the impact of one such course by drawing on pre-service teacher responses to two course tasks completed at the beginning and end of the course. The findings suggest pre-service teachers' confidence to address numeracy may have increased after studying the course.
Addressing Language Barriers in Multilingual Statistics Classrooms: A Collaborative Study
Author: Sharma, Sashi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Pacific Islanders,Language Skills,Barriers,Statistics,Teacher Attitudes,Language Usage,Language of Instruction,Cooperative Learning,Interpersonal Communication,Grade 12,High School Students,Family Environment,Teaching Methods

It is acknowledged that there are connections between language use and mathematics in mathematics education, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges can be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classrooms. Some strategies to incorporate students' home language in their learning worked better than others. However, more research is needed to explore language issues and the barriers they might present in statistics education in greater depth.
An Analysis of Teacher Language in Primary Mathematics: A Comparison of Two Differing Approaches
Author: O'Keeffe, Lisa
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Mathematics,Elementary School Teachers,Mathematics Instruction,Language Usage,Standardized Tests,Teaching Methods,Interpersonal Communication,Grade 5,Teacher Attitudes,Dialogs (Language),Foreign Countries

Language and communication are a core aspect of teaching and learning in mathematics, and teacher dialogue is central to this. As part of a larger project that explores how mathematics classroom language is impacted by standardised testing, this paper explores how two teachers use language in &quot;redirecting,&quot; &quot;progressing,&quot; and &quot;focusing actions&quot; in the introduction aspects of two different lesson types. The data suggest that the lesson intentions lead to very different interactions of dialogue, and this dialogue in turn points to different approaches to teaching mathematics.
An Exploratory Study on Students&apos; Reasoning about Symmetry
Author: Seah, Rebecca
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Logical Thinking,Semiotics,Visualization,Foreign Countries,Elementary School Students,High School Students,Signs,Age Differences

The concept of symmetry is vital for the study of science and developing spatial and geometric relationships. Yet few studies have been conducted to examine how students learn this concept. This study investigates 757 Year 4 to 10 students' ability to reason about symmetrical relationships. By analysing the semiotic processes through the lens of the theory of semiotic mediation and Sfards' mathematical discourse framework, the results show the synergic relations between visualisation of artefacts, and the use of signs and keywords in the construction of knowledge.
Assessment for Learning Techniques in the Pacific Island Context: What Are Teachers&apos; Views?
Author: Serow, Penelope
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Pacific Islanders,Teacher Attitudes,Mathematics Tests,Foreign Countries,Assessment Literacy,Workshops,Performance Based Assessment,Professional Development,Elementary School Teachers,Secondary School Teachers,Student Centered Learning,Summative Evaluation,Mathematics Instruction

This study investigated teachers' views, all from a Pacific Island context, of assessment practices as it relates to mathematics learning in early childhood, primary, and secondary settings. Based on the analysis of these views, collected via a written survey (n=25) from invited workshop participants in Nauru, a series of four mathematics assessment workshops was designed where the participants engaged in the creation of authentic assessment tasks that are linked to the teaching/learning cycle. Post-surveys and in-depth interviews with six teachers explored their views about using authentic assessment in Nauru. The teachers' views concern the purpose of assessment and their current assessment practices.
Describing and Prescribing Classroom Practice: Do We Have a Common Language?
Author: Mesiti, Carmel
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Middle School Teachers,Mathematics Teachers,Language Usage,Jargon,Lexicology,Mathematics Instruction,Dictionaries

Experienced teachers, researchers and mathematics community members, contributed to the documentation of the professional vocabulary of teachers to describe the pedagogical practice of the middle school mathematics classroom. In this paper we use this Australian Lexicon to study which terms teachers deem essential for their classroom practice. We follow with an analysis on whether these essential terms correspond with the language used in commonly disseminated government documents. This examination has given us an insight into the terms that are of great significance and value for our teachers and provided a detailed picture of vocabulary alignment with various official communications.
Academic Numeracy and First Year Undergraduate Studies across Six Regional Universities
Author: Woolcott, Geoff
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,College Freshmen,College Faculty,Teacher Attitudes,Student Diversity,Student Attrition,Geographic Isolation,Academic Support Services,At Risk Students,Educationally Disadvantaged,Rural Schools,Low Income Students,Foreign Countries

This paper is a preliminary investigation into first year undergraduate students' progress in academic numeracy studies across six Australian regional universities. The paper analyses a survey of university teachers, follow-up interviews and secondary academic numeracy data. Initial findings are presented in terms of the nature of academic numeracy required in the subjects offered and support strategies provided. The study suggests that support services are not contributing well to attrition in subjects requiring academic numeracy. Some effects are due to the diversity of the student body and further research is needed on both localised and cross-university approaches that focus on student's goals and personal agency.
Challenges in Assessing Mathematical Reasoning
Author: Herbert, Sandra
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Logical Thinking,Student Evaluation,Elementary School Mathematics,Elementary School Teachers,Foreign Countries,Evaluation Problems,Elementary School Students

Mathematical reasoning is foundational to making sense of mathematics. Yet assessing mathematical reasoning can be challenging for teachers. This paper reports on a project where teachers taught two lessons with a specific focus on reasoning and came together with other teachers at their school to attempt to assess the reasoning of their students. Results, derived from an analysis of two post-lesson discussions about student work samples and associated completed assessment rubrics, provide insights into the challenges identified by 34 primary teachers at 4 Victorian government schools.
&quot;Because 7 and 8 Are Always in All of Them&quot;: What Do Students Write and Say to Demonstrate Their Mathematical Fluency?
Author: Cartwright, Katherin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Achievement,Elementary School Students,Mathematics Skills,Problem Solving,Learning Strategies,Work Sample Tests

Fluency is an important aspect of mathematics learning and plays a major role in developing proficiency as students are required to use skills and apply knowledge. This paper draws upon findings from a large project that aimed to explore primary students' mathematical fluency. Data from 160 primary students (K-6) from a NSW Departmental school were analysed as part of a process to test the efficacy of a Fluency Framework. Results showed that students displayed the proposed characteristics suggested in the framework and that similar characteristics were observed across all grades. These results indicate that the framework, once refined, will be an effective tool for teachers to use in identifying students' fluency.
Developing an Understanding of Shapes and Their Representations in Multilingual Primary School Classes: A Systematic Literature Review
Author: Sharma, Shweta
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Elementary School Mathematics,Geometric Concepts,Concept Formation,Elementary School Students,Educational Research,Multilingualism,Language Usage,Geometry,Educational Technology,Technology Uses in Education

The paper presents a systematic review synthesising and evaluating literature that focuses on developing a conceptual understanding of shapes and their representations. It maps out literature from 2010-2018 targeting students (5-13 years) based on a set of inclusion and exclusion criteria. The analysis revealed that studies fail to take account of complexities arising in multilingual contexts for developing geometry concepts. The paper calls for future studies to explore the potential offered by multilingual contexts for developing an understanding of shapes and their representations.
A Large-Scale PD Intervention for Improvement of Teachers&apos; Mathematical Knowledge in Disadvantaged Communities
Author: Patahuddin, Sitti
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Disadvantaged Schools,Secondary School Mathematics,Mathematics Instruction,Pedagogical Content Knowledge,Foreign Countries,Economically Disadvantaged,Middle School Teachers,Models

Central to the conference theme &quot;Research Impacting Practice&quot;, this paper presents the findings of a large-scale mathematics professional development (PD) intervention in disadvantaged communities in Indonesia. The study investigated the impact of a lesson design-driven PD on secondary mathematics teachers' content knowledge (CK). The Cascade Model was implemented in ten districts and involved 364 teachers. The PD workshops, needs analysis, scripted lesson designs and monitoring mechanisms inherent in the PD model, significantly increased teachers' CK. The findings gathered over a period of approximately one year further our understanding of the process of large-scale PD in challenging contexts.
Conceptualising the Critical Factors That Influence Teachers&apos; Mathematics Planning Decisions for Student-Centred Learning
Author: Davidson, Aylie
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Student Centered Learning,Educational Planning,Mathematics Instruction,Influences,Elementary School Teachers,Elementary School Mathematics,Grade 5,Models,Foreign Countries

The process of planning to teach mathematics is complex and idiosyncratic and is gaining increased attention in educational research. In this paper, I propose a framework for conceptualising the critical factors that influence teachers' mathematics planning decisions. The framework is informed by the analysis of teacher survey data (n=114) and two case studies, a Year 1 (n=5) and Year 5 (n=4) teaching team. In this paper I illustrate the way the framework enhanced the analysis and discussion of the Year 5 case study. The potential of the framework to drive future research and teacher professional learning is discussed.
Does the NAPLAN Match the Australian Mathematics Curriculum?
Author: Brown, Paul
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Curriculum,Mathematics Achievement,National Competency Tests,Literacy,Numeracy,Elementary Secondary Education,Mathematics Skills

Analysis of recently-released NAPLAN tests reveals that the tests cover year levels well below the nominal year and that some aspects of the mathematics curriculum are underrepresented. A high level of untested curriculum content descriptions was found.
Understanding the Policy Context of High School Exit Exams: A Review of the Literature from 2006 to 2018. Working Paper
Author: Poquette, Hannah
Date: 2018-11-00
Type: Information Analyses
Subjects: Educational Policy,Exit Examinations,High Schools,Boards of Education,Graduation Requirements,Educational Change,Outcomes of Education,Underachievement,Disadvantaged,Academic Achievement,Academic Education,Literature Reviews,Test Construction,Dropout Rate,Dropout Prevention

The Kentucky Board of Education is currently considering changes to Kentucky's high school graduation requirement policy to address concerns that Kentucky students are not graduating with the skills necessary to ensure their success after high school. A key component of this policy change would require students to pass a high school exit exam before receiving a diploma. Empirical evidence from studies examining exit exams demonstrates that choices made when crafting the policy and establishing the exam may greatly affect the success of the policy and should be carefully considered. This literature review in this report synthesizes evidence addressing characteristics of the Kentucky exit exam policy. These characteristics include: (1) student outcomes of underperforming and underserved populations; (2) level of exit exam difficulty; (3) inclusion of multiple subject areas in exit exams; and (3) inclusion of alternative pathways to graduation.