ethanporcaro/eric-fulltext-meta huggingface dataset:
Becoming a Community School: A Study of Oakland Unified School District Community School Implementation, 2015-2016
Author: Fehrer, Kendra
Date: 2016-11-00
Type: Reports - Research
Subjects: Community Schools,School Districts,Program Implementation,Models,School Role,Educational Strategies,Cooperation,Trust (Psychology),Instructional Leadership,Alignment (Education),Educational Trends,Attendance,Suspension,High Schools,School Readiness,Barriers,Equal Education,Partnerships in Education,Standards,Decision Making,Educational Benefits,After School Programs,Outcomes of Education,Community Involvement,Integrated Services,Mixed Methods Research,Semi Structured Interviews,Qualitative Research

Since 2014, Oakland Unified School District (OUSD) has partnered with the Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) to support OUSD's efforts to assess, enhance, and scale their community schools work. They began by working with the district to develop a System Strategy Map to articulate the district's goals, desired outcomes, and key elements of the community school initiative. Their first year of research tested this theory of action by identifying key programmatic and organizational elements of community schools at mature sites, as well as initial trends in student outcomes. This report presents findings from the second year of their research collaboration (SY2015-16) which focused on three primary areas: (1) the role of the district in supporting community school implementation; (2) the experience of newer community school sites, as well as district staff, to better understand the process by which schools become community schools; and (3) understanding the expanding reach of community school implementation in OUSD as well as the relationship between community school participation and student outcomes through analysis of available administrative data. Three appendices are included: (1) System Strategy Map; (2) Research Methods; and (3) Additional Analysis of Student Trends.
Impulsive-Analytic Disposition in Mathematical Problem Solving: A Survey and a Mathematics Test
Author: Lim, Kien H.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Problem Solving,Mathematics Tests,Correlation,Undergraduate Students,Preservice Teachers,Surveys,Test Items

The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students' impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale (BIS). The exhibited correlations of the LtA scores with the NFC, BIS, and a math test provide evidence of the criterion validity of the analytic LtA items, and suggests further revision of the impulsive LtA items to improve the overall measurement validity of the LtA scale. Students LtA scores were found to be marginally correlated to their math scores and correlated to their confidence levels in the math items.
Student Understanding of Large Numbers and Powers: The Effect of Incorporating Historical Ideas
Author: Nataraj, Mala S.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Concept Formation,Numbers,Mathematical Concepts,History,Foreign Countries,Teaching Methods,Early Adolescents,Secondary School Mathematics,Mathematics Tests,Questionnaires,Pretests Posttests,Scores

The value of a consideration of large numbers and exponentiation in primary and early secondary school should not be underrated. In Indian history of mathematics, consistent naming of, and working with large numbers, including powers of ten, appears to have provided the impetus for the development of a place value system. While today's students do not have to create a number system, they do need to understand the structure of numeration in order to develop number sense, quantity sense and operations. We believe that this could be done more beneficially through reflection on large numbers and numbers in the exponential form. What is reported here is part of a research study that involves students' understanding of large numbers and powers before and after a teaching intervention incorporating historical ideas. The results indicate that a carefully constructed framework based on an integration of historical and educational perspectives can assist students to construct a richer understanding of the place value structure.
The Concept of Generalised Number: Valuable Lessons from the History of Algebra
Author: Nataraj, Mala S.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,Mathematical Concepts,Numbers,Number Concepts,Generalization,Early Adolescents,Secondary School Students,Secondary School Mathematics,Foreign Countries,Teaching Methods,Mathematics Tests,Case Studies

The importance of understanding the various uses of the literal symbol in algebra, and in particular the idea of generalised number, is well documented in the literature. Many research findings have also reported student difficulties with this vital and central concept. This research study examines the use of a combination of historical and educational research ideas as a way of enhancing students' understanding of generalised number. The results suggest that this approach helped some students to make some generalisations and to understand the difference between specific unknown and generalised number.
Admissions Indicators and Practices Leading to the Success of Mature Students
Author: Karpinsky, Val
Date: 2016-04-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Students,Nontraditional Students,Academic Achievement,College Admission,Undergraduate Students,Educational Indicators,Access to Education,Educational Practices,Indigenous Populations,College Applicants,Language Proficiency,Institutional Research,Best Practices,Transitional Programs,Online Surveys,College Faculty

A 2013 British Columbia Council of Admissions and Transfer (BCCAT) research report suggested the need to continue research on mature students for the sake of ensuring access to postsecondary education (PSE) for adults and other categories of non-traditional students. The 2013 report laid a basis for this study which investigates key elements of undergraduate mature student admissions in BC. The study objectives included the following: (1) To review existing practices in assessing mature applicants for admission; (2) To identify indicators of mature (non-traditional) student preparedness that are not related to high school grades; (3) To identify subcategories of mature students that may require different means of assessment; (4) To identify successful practices in creating opportunities for access; and (5) To identify areas for future research and, if appropriate, the development of suggested practices. Research literature recognizes that mature student admission characteristics differ from those that are used to measure traditional student success. Mature students require appropriate admissions policies and practices to address their characteristics and circumstances. Mature student subcategories (such as Aboriginal mature students, or mature student applicants with dependents, and with career and/or life experience) were identified to enable consideration of their characteristics in the admissions process. Some of the mature student preparedness indicators, such as the mature student applicant's English language proficiency, the match to the institution/faculty/program, and the applicant's ability to envision him/herself as a student were found to be more important that other factors. Building upon the limited institutional research performed to date, new institutional research could further explore mature student preparedness indicators, as well as policies and practices which could create institutional and system barriers for mature students. Post-secondary institutions are encouraged to share best practices for mature students (e.g., in assisting mature applicants and students facing the life/work balance challenge or self-confidence concerns) and to develop research and action plans with the aim of improving mature students' access and participation in BC's post-secondary system. The following are appended: (1) Questions Used in the Interviews; and (2) Survey Instrument.
Mathematics Anxiety in Secondary School Students
Author: Ng, Lay Keow
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Anxiety,Secondary School Students,Semi Structured Interviews,Student Surveys,Likert Scales,Correlation,Academic Achievement,Test Anxiety,Mathematics Tests,Academic Persistence,Learner Engagement,Scores

The detrimental consequences of mathematics anxiety have repeatedly been evidenced empirically, yet little is known of its influence on secondary school students in Asia. This study thus examined its origins and impact on 294 secondary students in Singapore through interviews and surveys. Results revealed an average anxiety level of 44% and a negative correlation with achievement. Of the top 5 situations that worried students, 4 were test-related. Nonetheless, highly anxious students continued to persevere and enjoy the subject.
Problem Categorisation in Ratio--A Closer Look
Author: Musa, Norhuda
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Pretests Posttests,Problem Solving,Foreign Countries,Word Problems (Mathematics),Mixed Methods Research,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Mathematical Concepts

This paper reports further findings from a study on categorisation of typical problems in the learning of ratio originally presented at the 2011 conference. The paper focuses specifically on the seven categories identified; examines strategies used by two classes of Primary 6 students to solve problems, and presents data in the form of student journal writing; interviews; voice recordings and a pupil perception survey. Pre- and post-tests were administered. Outcomes reveal the positive effects of learning ratio through categorisation.
BC Transfer Students: Profile and Performance Report (2008/09-2012/13)
Author: Tikina, Anna
Date: 2015-05-00
Type: Reports - Research
Subjects: Foreign Countries,College Transfer Students,Profiles,Student Characteristics,Academic Achievement,College Credits,Grade Point Average,Time to Degree,College Programs,Age,Sex,Graduation Rate,Academic Degrees

The British Columbia (BC) Council on Admissions and Transfer has been periodically publishing BC College Transfer Student Profile reports for almost 25 years. Historically, these reports tracked the mobility of students from colleges and institutes to degree granting research-intensive universities in BC, the pathway which is often referred to as linear or vertical transfer. While transfer patterns in BC have always been more complex than in many U.S. jurisdictions, given the wider variety of institutions that participate in the BC Transfer System, patterns have become even more complex during the period examined in this report. The BC post-secondary system witnessed significant change in the last decade. This report aims at analyzing demographic characteristics and academic performance of transfer students to research-intensive universities in BC during 2008/09-2012/13 academic years. Other transfer pathways were not considered. Transfer student profiles and performance data constitute two sections in this report. The first section reports on the number of transfer students by year, by sending institution, transfer credit volume, credits undertaken in the first 12 months at the receiving institution, program, age and gender. The second section contains data regarding academic performance: grade point averages at various points of their studies, number of months and credits to complete the degree and degree completion rates. The following are appended: (1) Selected RRU courses taken by transfer students with the number of students and course GPA (course title list at the end of the Appendix A); (2) Selected SFU courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 34 of the report); (3) Selected TRU courses taken by transfer students with the number of students and course GPA (course titles are listed in Table 35 of the report); (4) Selected UBC-V courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 36 of the report); (5) Selected UBC-O courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 37 of the report); (6) Selected UNBC courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 38 of the report); and (7) Selected UVic courses taken by transfer students with the number of students, their admission GPA (where possible) and course GPA (course titles are listed in Table 39 of the report).
The Influence of Gender, Parents, and Background Variables on Perceived Usefulness of Mathematics among Grade 7 Students in Mozambique
Author: Murimo, Adelino
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Predictor Variables,Mathematics Instruction,Grade 7,Gender Differences,Surveys,Interviews,Foreign Countries,Parent Background,Geographic Location,Educational Attainment,Family Structure,Siblings,Value Judgment,Occupations,Language Usage,Books,Statistical Analysis

Data from a larger study were used to identify variables that best predict children's perceived usefulness of mathematics [PUM]. Gender differences in PUM scores were also explored using a sample of 300 grade 7 children and 225 parents from February to May 2011 in Mozambique. Surveys and interviews were used to collect data. Consistent with traditional beliefs it appeared that mathematics is viewed as more useful for boys than for girls. Education of parents, school geolocation, and number of siblings were statistically significant predictors of children's perceived usefulness of mathematics.
An Exploration into Growing Patterns with Young Australian Indigenous Students
Author: Miller, Jodie
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Populations,Grade 1,Grade 2,Algebra,Mathematics,Mathematics Instruction,Elementary School Mathematics,Elementary School Students

This paper presents the results from an initial lesson in a series of design experiments focusing on young Indigenous students' understandings of growing patterns. Indigenous students in Year 2 and 3 (n = 16) participated in pre lesson activities and a 45 minute lesson on growing patterns. Tentative findings from this study suggest that; (a) Year 2 and 3 Indigenous students are capable of working with growing patterns; (b) contextual artefacts assisted with communication; and (c) gesture played an important two-fold role in the lessons and communication of the mathematics experienced.
Developing Pedagogical Strategies to Promote Structural Thinking in Early Mathematics
Author: Mulligan, Joanne T.
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Mathematical Logic,Longitudinal Studies,Mathematical Concepts,Pedagogical Content Knowledge,Kindergarten,Elementary School Students,Elementary School Mathematics,Mathematics Education,Foreign Countries

The Pattern and Structure Mathematical Awareness Program (PASMAP) is an early mathematics program designed to promote structural thinking. PASMAP pedagogy removes the structure commonly provided for students in order to challenge them to construct their own, focusing student attention on spatial and numerical patterns and leading them to formulate their own generalisations. In this paper, we give some examples of Kindergarten PASMAP tasks that develop and link the themes of grid patterns, number patterns, multiplication and base ten numeration. Work samples drawn from a recent evaluation study are used to illustrate the range of students' structural development.
The Four-Three-Four Model: Drawing on Partitioning, Equivalence, and Unit-Forming in a Quotient Sub-Construct Fraction Task
Author: Mitchell, Annie
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Fractions,Numbers,Grade 6,Foreign Countries,Elementary School Students,Elementary School Mathematics,Interviews

This paper demonstrates the explanatory power of Kieren's framework for rational number knowing (1988, 1992, 1993, 1995), renamed here the four-three-four model, by describing the different approaches of Grade 6 students to a quotient context task (sharing three or seven custard tarts between five people) using Kieren's terminology of partitioning, equivalence, and unit-forming.
Virtual Mathematics Education: Using Second Life to Model and Reflect upon the Teaching of Mathematics
Author: Muir, Tracey
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Preservice Teachers,Pedagogical Content Knowledge,Mathematical Concepts,Teaching Methods,Elementary School Mathematics,Virtual Classrooms,Mathematics Skills,Fractions,Electronic Learning,Simulated Environment,Mathematics Instruction,Elementary School Teachers

Two of the challenges faced by mathematics teacher educators involve the issue of preservice teachers' mathematical content knowledge and the impact this has on their PCK, and the perceived gap between the theoretical knowledge received in their teaching course and the practical knowledge gained in the classroom while on professional experience. This paper examines the use of what is essentially a teacher educator tool or strategy, designed to give pre-service teachers a realistic environment in which to address these two challenges. The study uses data collected from pre-service teachers who participated in virtual lessons using Second Life, post-lesson interviews and a teacher educator survey to document the advantages and disadvantages of using such an approach. The results indicate that the use of Second Life has practical implications for teacher educators as an additional tool for modelling and reflecting upon the teaching of mathematics.
The Years before School: Children's Nonparental Care Arrangements from 2001 to 2012. Stats in Brief. NCES 2017-096
Author: Redford, Jeremy
Date: 2017-03-00
Type: Reports - Research
Subjects: Preschool Children,Child Care Centers,Child Caregivers,Child Care,Infant Care,Participation,Statistical Data,Age Groups,Age Differences,Trend Analysis,Costs,Expenditures,Educational Attainment,National Surveys,Interviews,Statistical Analysis

Nearly 24 million children age 5 and under resided in the United States in 2014. Previous research has shown that about 60 percent of these children have some type of nonparental care arrangement before entering kindergarten. Studies of nonparental care arrangements are important because it is through such arrangements that many children receive basic care while their parents are at work, school, or otherwise not able to care for them. They are also where children may learn early literacy and numeracy skills that are important for kindergarten entry. Policymakers have focused on establishing broader access to quality preschool and kindergarten programs. Four in five states now have public prekindergarten programs, and enrollment has expanded rapidly over the past decade. In 2010, over 50 percent of children entering kindergarten had attended a center care arrangement in the previous year. This Statistics in Brief examines the nonparental care arrangements of children in the United States, from birth through age 5, who are not yet enrolled in kindergarten. The report draws on data from the National Household Education Surveys Program (NHES) Early Childhood Program Participation (ECPP) Surveys of 2001, 2005, and 2012. Previous reports have shown that children's nonparental care arrangements vary by age, with higher percentages of older children participating in center care arrangements. The evidence suggests that this may be because as children get older, their parents begin to focus more on their academic skills. Younger children's parents, in contrast, may be more concerned about practical factors such as cost and arrangement reliability as well as factors related to caregivers' trustworthiness and ability to form caring, home- or family-like relationships with children. Given the emphasis in recent years on young children's early learning and nonparental care arrangements, it is important to better understand where children are spending their time during the years before school entry. This report presents findings on nonparental care over time, specifically on the arrangements children participate in, the time they spend in these arrangements, and the out-of-pocket expense for these arrangements. The following are appended: (1) Data Tables; and (2) Standard Error Tables.
Does Independent Schools Funding Make a Mockery of the Public Schools Funding Formula? BCTF Research Report. RR2015-01 rev2
Author: White, Margaret
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Private Schools,Public Schools,Educational Finance,Financial Support,Funding Formulas,Foreign Countries,State Aid,Educational Equity (Finance),Elementary Secondary Education

This report describes the methodology used by the Ministry of Education to calculate per Full-Time Equivalent (FTE) student funding for independent schools and discusses the underlying inequities when the public school funding formula is applied to funding for private schools. Vancouver school district is provided as a case example to work through each step of the funding formula for public schools and to show how this applies to funding for independent schools.
Academic Advising in British Columbia
Author: Pardy, Linda
Date: 2016-03-00
Type: Reports - Research
Subjects: Foreign Countries,Academic Advising,Postsecondary Education,Literature Reviews,Faculty Advisers,Online Surveys,Web Sites,Focus Groups,College Students,Transfer Programs,Canada Natives,Student Attitudes,Counseling Techniques,Counselor Training,Technology Uses in Education,Delivery Systems,Nontraditional Students,Foreign Students

The term &quot;advising&quot; has been used by various areas within post-secondary education institutions in British Columbia (BC) and across Canada to describe a variety of activities and tasks that result in providing information to students. The postsecondary education environment in BC has evolved over the past number of years and student advising has changed along with it. Post-secondary institutions are currently challenged to increase student engagement, improve workplace readiness of their graduates, internationalize, increase retention rates of Aboriginal and non-traditional students, and prepare students for sustained participation in a learning economy. Academic advising plays a pivotal role in supporting student retention and success at postsecondary institutions and continues to adapt to meet these new realities, whether the need is to serve new student client groups or to communicate new academic frameworks and programs. This paper examines the current state of academic advising in BC, references it to the literature on the topic, offers examples of successful practices, and identifies areas for future research. The research consisted of a literature search, an online survey of advisors currently working in BC Transfer System institutions, a website review, and student focus groups. The following are appended: (1) Surveyed Institutions; (2) Advisor Survey Instrument; and (3) Focus Group Protocol &amp; Guide Questions. [For the executive summary to this report, &quot;Academic Advising in British Columbia. Executive Summary,&quot; see ED573323.]