ethanporcaro/eric-fulltext-meta huggingface dataset:
TeachLivE™ Rehearsals: One HBCU&apos;s Study on Prospective Teachers&apos; Reformed Instructional Practices and Their Mathematical Affect
Author: Khalil, Deena
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Simulation,Teaching Methods,Preservice Teachers,Student Attitudes,Emotional Experience,Teacher Attitudes,Beginning Teachers,Educational Research,Teacher Student Relationship,Case Studies,Educational Change,Educational Improvement,Mathematics Teachers,Black Colleges,Institutional Characteristics,Video Technology,Feedback (Response),Self Efficacy,Mixed Methods Research

Scholars posit that descriptive education research that focuses on the instructional dynamic between teachers and students is perhaps one the most salient research topics that can improve learning and teaching. This case study seeks to describe prospective teachers' mathematical affect as they engage in &quot;rehearse teaching&quot; in TeachLivE™, a mixed-reality simulated classroom. Utilizing Goldin et al.'s (2011) engagement structures as evidence of mathematical affect, findings reveal that simulated rehearsals improve prospective teachers' reformed-based teaching and that this improvement may be related to their improved 'in-the-moment' affective states. This study potentially connects prospective teachers' beliefs and emotions as math learners with their behaviors and instructional praxes as novice math teachers. [For the complete proceedings, see ED583608.]
Understanding and Measuring Coach-Teacher Alliance: A Glimpse inside the &apos;Black Box&apos;
Author: Johnson, Stacy R.
Date: 2016-05-00
Type: Reports - Research
Subjects: Coaching (Performance),Interpersonal Relationship,Program Implementation,Evidence Based Practice,Fidelity,Factor Structure,Psychometrics,Questionnaires,Barriers,Correlation,Test Reliability,Cooperation,Culturally Relevant Education,Classroom Techniques,Learner Engagement,Positive Behavior Supports,Feedback (Response),Elementary School Teachers,Middle School Teachers,Faculty Development,Randomized Controlled Trials,Factor Analysis,Statistical Analysis

Coaching models are increasingly used in schools to enhance fidelity and effectiveness of evidence-based interventions, yet little is known about the relationship between the coach and teacher (i.e., coach-teacher alliance), which may indirectly enhance teacher and student outcomes through improved implementation quality. There is also limited research on measures of coach-teacher alliance, further hindering the field from understanding the active components for successful coaching. The current study examined the factor structure and psychometric characteristics of a measure of coach-teacher alliance as reported by both teachers and coaches, and explored the extent to which teachers and coaches reliably rate their alliance. Data come from a sample of 147 teachers who received implementation support from one of four coaches; both the teacher and the coach completed an alliance questionnaire. Separate confirmatory factor analyses for each informant revealed four factors (relationship, process, investment, and perceived benefits) as well as an additional coach-rated factor (perceived teacher barriers). A series of analyses, including cross-rater correlations, intraclass correlation coefficients, and Kuder-Richardson reliability estimates suggested that teachers and coaches provide reliable, though not redundant, information about the alliance. Implications for future research and the utilization of the parallel coach-teacher alliance measures to increase the effectiveness of coaching are discussed. [This paper was published in &quot;Prevention Science&quot; v17 n4 p439-449 May 2016.]
Kindergarten Children&apos;s Executive Functions Predict Their Second-Grade Academic Achievement and Behavior
Author: Morgan, Paul L.
Date: 2018-00-00
Type: Reports - Research
Subjects: Kindergarten,Executive Function,Grade 2,Academic Achievement,Behavior Problems,Prediction,Longitudinal Studies,Elementary School Students,Statistical Analysis,Inhibition,Correlation,Reading Achievement,Mathematics Achievement,Science Achievement,Early Intervention,Children,Surveys,Cognitive Ability,Cognitive Tests,Child Behavior,Questionnaires,Regression (Statistics)

Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, M[subscript age] = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF--working memory, cognitive flexibility, and inhibitory control--positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning. [This is the online version of an article published in &quot;Child Development.&quot;]
A Review of 25 Years of Research: Elementary Prospective Teachers in University Mathematics Content Courses
Author: Hart, Lynn
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Educational Research,Teaching Methods,Educational Change,Pedagogical Content Knowledge,Learning Experience,Course Content,Elementary School Teachers,Educational History,Literature Reviews

The purpose of this review was to examine the 25-year period of research on elementary prospective teachers (EPTs) in mathematics content courses since publication of the &quot;Curriculum and Evaluation Standards for School Mathematics&quot; (NCTM, 1989). Analysis included an extensive electronic search and a manual search of 11 well-respected journals. Twenty-four studies met the inclusion criteria. Nineteen of the 24 studies occurred in the context of a reform pedagogy. Results showed positive changes in EPTs' affect were possible, but these shifts were sometimes difficult to come by and encountered resistance from the EPTs. Some studies showed an increase in EPTs' content knowledge, while others did not achieve the desired effects. Results show further study of EPTs' content knowledge is warranted. Implications for course learning experiences and suggestions for future research are offered. [For the complete proceedings, see ED583608.]
Using Evidence-Centered Design to Create a Special Educator Observation System
Author: Johnson, Evelyn S.
Date: 2018-01-00
Type: Reports - Research
Subjects: Evidence Based Practice,Special Education Teachers,Observation,Disabilities,Teaching Methods,Video Technology,Scores,Teacher Competencies,Teacher Evaluation,Scoring Rubrics,Psychometrics,Test Construction,Test Reliability,Test Validity

The Evidence-Centered Design (ECD) framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers (RESET). Extensive reviews of research informed the domain analysis and modeling stages, and led to the conceptual framework in which effective special education teaching is operationalized as the ability to effectively implement evidence-based practices for students with disabilities. In the assessment implementation stage, four raters evaluated 40 videos and provided evidence to support the scores assigned to teacher performances. An inductive approach was used to analyze the data and to create empirically derived, item level performance descriptors. In the assessment delivery stage, four different raters evaluated the same videos using the fully developed rubric. Many-facet Rasch measurement (MFRM) analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality. This process can be applied to other content areas to develop teacher observation systems that provide accurate evaluations and feedback to improve instructional practice. [This is the online version of an article published in &quot;Educational Measurement: Issues and Practice.&quot;]
Investigating the Factor Structure and Validity of the Family Empowerment Scale for Parents of Children with Emotional Disturbance in Middle School
Author: Huscroft-D'Angelo, Jacqueline
Date: 2018-00-00
Type: Reports - Research
Subjects: Factor Structure,Test Validity,Measures (Individuals),Likert Scales,Empowerment,Children,Emotional Disturbances,Middle School Students,Test Reliability,Scores,Individualized Education Programs,Factor Analysis,Correlation,Psychometrics,Goodness of Fit,Caregivers,Parents,Questionnaires,Statistical Analysis,Behavior Problems,Child Behavior,Screening Tests

Parent empowerment involves the ability of caregivers to meet the needs of their family while maintaining feelings of control and is particularly important for families of children at-risk. It is necessary to establish reliable and valid tools to measure parent empowerment. The purpose of this study was to examine the internal factor structure, score reliability, and convergent validity of the &quot;FES&quot; scores with caregivers of middle school youth who had an Individualized Education Plan for Emotional Disturbance (ED) or Other Health Impairment (OHI) due to emotional or behavioral needs. A confirmatory factor analysis (CFA) was used to examine the internal structure the &quot;FES.&quot; Score reliability was examined by computing coefficient alpha (Cronbach, 1951) for each subscale score and computing Coefficient omega and coefficient omega hierarchical for good-fitting factor models and bifactor models. Convergent validity was examined by generating composite scores for each subscale, followed by computing Pearson correlations between &quot;FES&quot; subscale scores and scores from the &quot;PAM,&quot; &quot;CGSQ&quot; and the &quot;SDQ.&quot; Results indicated that the hypothesized three-factor model fit the data adequately. &quot;FES&quot; scores were reliable based on coefficient alpha and omega, and evidence of convergent validity with measures of parent activation, caregiver strain, and child behavior were moderate to strong. The results support the use of the &quot;FES&quot; with parents of middle school youth who have ED and further validate the three factor structure identified in the initial measure development. Practical and clinical implications of these findings include support for the use of the &quot;FES&quot; with this particular group of parents. [This article was published in &quot;Children and Youth Services Review&quot; v86 p14-20 2018.]
The Investing in Innovation Fund: Summary of 67 Evaluations. Final Report. NCEE 2018-4013
Author: Boulay, Beth
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Academic Achievement,Awards,School Districts,Nonprofit Organizations,Grants,Intervention,Program Effectiveness,Program Evaluation,Technical Assistance,Evidence,Program Implementation,Achievement Gains,Financial Support,Elementary Secondary Education

The Investing in Innovation (i3) Fund was established by the American Recovery and Reinvestment Act of 2009, which called on the U.S. Department of Education (ED) to provide student achievement awards to local education agencies and nonprofits with a record of improving student achievement. ED set priorities for the program and specified them in the program regulations and the invitation for applications. The program awards competitive grants to implement and evaluate educational interventions. The i3 program aligns the amount of funding awarded to the prior evidence on and the expected implementation scale of the proposed intervention. The smallest, or &quot;Development,&quot; grants support developing and testing interventions with limited or no prior evidence. Interventions with moderate evidence of effectiveness can receive a larger &quot;Validation&quot; grant, to implement and test the intervention in a broader population or in new contexts. The largest, or &quot;Scale-up,&quot; grants support interventions with strong prior evidence of effectiveness to be implemented and tested on a much larger scale. The differential funding and expectations for the three types of grants means that, in effect, i3 operates like three grant programs in one. ED's Office of Innovation and Improvement (OII) administers the i3 program. The i3 program requires grantees to conduct an independent evaluation to build evidence and identify effective educational interventions. OII recognized that credible evidence is needed to identify effective interventions but is challenging to produce. To address this challenge, OII asked the Institute of Education Sciences (IES) to provide support for planning and conducting strong evaluations. IES contracted with Abt Associates Inc. and its partners (the Abt Team) to conduct the i3 Technical Assistance and Evaluation Project. The Abt Team's two key activities were (1) providing technical assistance to support the design and conduct of strong evaluations, and (2) assessing the strength of and summarizing the findings from the i3 evaluations. This project built on prior work supporting grants with a requirement to conduct rigorous evaluations. This first report of the i3 Technical Assistance and Evaluation Project summarizes the strength of and findings from the 67 i3 evaluations that were completed by May 2017. In addition, this report summarizes the extent to which the i3 program met its goal of contributing to the evidence base on effective educational interventions.
Escher&apos;s Tessellations in Understanding Group Theory
Author: Konyalioglu, Serpil
Date: 2009-00-00
Type: Journal Articles
Subjects: Art,Geometric Concepts,Algebra,Mathematics Instruction,Undergraduate Study

In this study, it is explained how to use Escher's tessellations in teaching group concept which is one of the most abstract concepts in mathematics. MC Escher's monohedral tessellations provide detailed study in an undergraduate course in abstract algebra. This study attempts to provide useful visual references for the students on learning some abstract concepts in group theory, by using Escher's tessellations. We particularly, illustrate closure, identity element, inverse element and group concept.
Joint Enrollment Report, 2013
Author: Iowa Department of Education, Division of Community Colleges
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Enrollment Rate,Enrollment Trends,Annual Reports,Community Colleges,Dual Enrollment,High School Students,Profiles,Demography,Student Characteristics,School Statistics,Advanced Placement Programs,Credits,Racial Distribution,Student Participation,Intellectual Disciplines,Income

The Iowa Department of Education collects information on joint enrollment in Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus (SYP) programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently by paying tuition or enrolling in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college. The following 15 community college profiles are included: (1) Northeast Iowa Community College; (2) North Iowa Area Community College; (3) Iowa Lakes Community College; (4) Northwest Iowa Community College; (5) Iowa Central Community College; (6) Iowa Valley Community College District; (7) Hawkeye Community College; (8) Eastern Iowa Community College District; (9) Kirkwood Community College; (10) Des Moines Area Community College; (11) Western Iowa Tech Community College; (12) Iowa Western Community College; (13) Southwestern Iowa Community College; (14) Indian Hills Community College; and (15) Southeastern Community College.
Fall Enrollment Report. 2013
Author: Iowa Department of Education, Division of Community Colleges
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,College Credits,Geographic Regions

This report summarizes fall enrollment in Iowa's community colleges. Every year, Iowa's 15 community college districts submit data on the tenth business day of the fall semester. This report summarizes several aspects of community college enrollment from fall 2013. Highlights from this report include: (1) Fall 2013 enrollment was 94,234 students, a decline of 6.3 percent from last fall; (2) Compared to fall 2012, credit hours fell 7.0 percent to 872,744 and declined at all but one of the 15 community colleges: (3) The typical student is a white (77 percent) female (55 percent) from Iowa (91 percent) whose average age is 22 years, and enrolled part-time (55 percent) in a college parallel program (65 percent); (4) A total of 27,791 students enrolled in online courses, accounting for almost 30 percent of total enrollment; (5) Health science remained the largest career and technical education (CTE) career cluster, business management and administration was second, manufacturing was third; (6) Participation in joint enrollment programs fell 2.8 percent from fall 2012, to 27,297 students; and (7) Next fall, 89,804-98,120 students are predicted to enroll in Iowa's community colleges.
Fall Enrollment Report. 2017
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,College Credits,Geographic Regions

The Iowa Department of Education collects enrollment information from all 15 community colleges. This report summarizes several aspects of community college enrollment, including: (1) Fall 2017 enrollment decreased less than one percent to 90,531 students; (2) Part-time enrollment reached a record high, comprising 62.2 percent of total fall enrollment; (3) Minorities comprised 22.2 percent of total fall enrollment; (4) Total credit hours registered decreased 2.8 percent to 783,036 credit hours; (5) Average course load for both full- and part-time students remained relatively unchanged at 13.8 credit hours and 5.5 credit hours, respectively; (6) Students with no program of study comprised 37.7 percent of total fall enrollment, followed by college parallel transfer programs (31.2 percent) and CTE programs (29.0 percent); (7) The number of high school students participating in joint enrollment grew 2.7 percent to 34,928 students, accounting for 38.6 percent of community college enrollment (unduplicated); and (8) Of students who participated in joint enrollment while in high school, the majority (91.0 percent) did so through contracted courses between high schools and community colleges. [For the report from the previous year, &quot;Fall Enrollment Report. 2016,&quot; see ED583839.]
Fall Enrollment Report. 2016
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,College Credits,Geographic Regions

This report summarizes and analyzes fall enrollment in Iowa's community colleges during fall 2016. Each year, Iowa's 15 community colleges submit data on enrollment on the 10th business day of the fall semester. Some highlights from this report include: (1) Fall 2016 enrollment is 91,430 students, a decrease of 1.8 percent from last fall's enrollment of 93,074 students; (2) Compared to last fall, registered semester hours decreased 2.2 percent, from 823,306 to 805,488; (3) The majority of students are female (54.3 percent), from Iowa (90.5 percent) with an average age of 21.2 years, and are enrolled part-time (60.5 percent) in a transfer-oriented college parallel program (70.8 percent); (4) A total of 30,585 students (33.5 percent) enrolled in at least one online course this fall; (5) Health science remains the largest career and technical education (CTE) career cluster, with manufacturing second, and business management and administration third; and (6) Joint enrollment headcount increased 2.6 percent from 33,145 high school students last fall to 34,018 this fall. [For the report from the previous year, &quot;Fall Enrollment Report. 2015,&quot; see ED583706.]
The Annual Condition of Iowa&apos;s Community Colleges, 2013
Author: Bassis, Vladimir, Comp.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Full Time Students,Part Time Students,Declining Enrollment,Student Characteristics,Online Courses,Dual Enrollment,Enrollment Trends,Enrollment Projections,Two Year College Students,High School Students,Vocational Education,Adult Literacy,College Credits,Educational Finance,Student Financial Aid

Each year, Iowa's 15 community colleges submit data on enrollment on the 10th business day of the fall semester. Some highlights from this report focus on: (1) Iowa's Community Colleges; (2) Fall Enrollment; (3) Fiscal Year Credit Enrollment and Demographics;(4) Online Credit Enrollment;(5) Joint Enrollment and Demographics; (6) Credit Student Awards; (7) Credit Programs; (8) Non-Credit Enrollment and Programs; (9) Adult Literacy Enrollment and Programs; (10) GAP Tuition Assistance; (11) Apprenticeship Programs; (12) Student Success; (13) Tuition and Fees; (14) Student Financial Aid; (15) Finances; (16) Human Resources; and (17) Special Supplement: Adult Literacy. An appendix presents definitions of terms used in the report and information on the research methodology. [Individual chapters contain references. For the 2012 report, see ED544321.]