ethanporcaro/eric-fulltext-meta huggingface dataset:
Early College High School Program Summary Report, 2019-2020. Publication 19.50
Author: Orr, Aline
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,High School Students,At Risk Students,Low Income Students,College Credits,Associate Degrees,Minority Group Students,English Language Learners,Students with Disabilities,College Readiness,Program Effectiveness,Mathematics Achievement,Reading Achievement,Writing Achievement,Graduation Rate,Educational Attainment,Certification,Educational Certificates,African American Students,Hispanic American Students

Early College High School (ECHS) provides students with the opportunity to earn a high school diploma and 60 college hours, which lead to an associate's degree. This report describes demographic characteristics and academic outcomes of the students served by ECHS and highlights emerging topics from the program coordinator survey.
Pathways in Technology Early College High School Program Summary Report, 2019-2020. Publication 19.51
Author: Orr, Aline
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,High School Students,Work Experience Programs,High School Graduates,Associate Degrees,Vocational Education,Certification,Community Colleges,School Business Relationship,Industry,Hispanic American Students,Low Income Students,At Risk Students,African American Students,English Language Learners,Students with Disabilities,Gender Differences,Disproportionate Representation,Racial Differences,Ethnicity,College Readiness,Mathematics Achievement,Reading Achievement,Graduation Rate,Educational Certificates,Intellectual Disciplines,COVID-19,Pandemics,School Closing

Pathways in Technology (P-TECH) provides a 6-year, career-focused program that combines high school and college coursework with real-world work experience. This report includes findings regarding demographic characteristics and academic outcomes of the students served by the program and highlights emerging topics from P-TECH coordinators survey.
Leadership Development: Summary of Evaluation Findings from 2019-2020. Publication 19.53
Author: DeBaylo, Paige
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: School Districts,Assistant Principals,Principals,Personnel Selection,Beginning Principals,Diversity (Faculty),Employment Interviews,Videoconferencing,Program Effectiveness,Administrator Characteristics,Job Applicants,Administrator Attitudes

The main purpose of the 2019-2020 evaluation of the Department of Leadership Development was to evaluate the implementation of the newly developed assistant principal (AP) and principal hiring processes, designed to select a diverse group of equity-focused, effective novice leaders. The hiring process consisted of using an online video interviewing tool (HireVue) and an assessment center consisting of several tasks intended to assess candidates' abilities to perform job-related duties.
Education Innovation and Research Grant: Culturally Responsive Restorative Practices--Preliminary Data from Participating Schools, 2019-2020. Publication 19.54
Author: Fayles, Cason
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Culturally Relevant Education,Educational Research,Educational Innovation,Grants,Discipline,Educational Environment,School Districts,Elementary Schools,Middle Schools,Professional Development,Family Involvement,Student Attitudes,Gender Bias,Minority Group Students,Disproportionate Representation,Labor Turnover,Principals,COVID-19,Pandemics,Attendance,Expulsion,Suspension,School Personnel,Attitudes

This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten Austin Independent School District (AISD) schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the U.S. Department of Education. Highlights from year two of culturally responsive restorative practices (CRRP) implementation include improved perceptions of school climate by students and staff, reduced reliance on exclusionary discipline, and steadily growing staff participation in CRRP and CP&amp;I professional learning opportunities.
Career and Technical Education: Program Analysis Scorecard Report, 2019-2020. Publication 19.59
Author: Coco, Marlena
Date: 2021-07-00
Type: Reports - Research
Subjects: School Districts,Vocational Education,Job Skills,Certification,Educational Certificates,Enrollment Trends,Expenditures,Alignment (Education),Industry,Educational Resources,Faculty Development,Experiential Learning,Work Experience,Equal Education,Access to Education,Educational Quality,Postsecondary Education,Intellectual Disciplines,Barriers,Graduation Rate,Dual Enrollment,Teacher Effectiveness,High School Students,Elementary Secondary Education,Gender Differences,Racial Differences,Ethnicity,Low Income Students,Bilingual Students,Students with Disabilities,Financial Support

Career and Technical Education (CTE) at Austin Independent School District (AISD) aims to provide scholars with academic knowledge and technical skills needed to gain entry to high-demand, high-skill, and high-wage industries. This report summarizes results of the CTE Program Analysis Scorecard for the 2019-2020 school year. The CTE Program Analysis Scorecard results focus on three components of program outcomes: (a) program alignment; (b) quality of instruction; and (c) access and equity.
Business Demand-Oriented Skilling
Author: Jeyaseelan, Kenneth
Date: 2023-00-00
Type: Journal Articles
Subjects: Business Skills,Skill Development,Job Training,Productivity,Labor Force Development,Program Design,Governance,Competence

Business demand-oriented skilling refers to the process of developing the skills of employees in a manner that aligns with the specific needs and requirements of the business. This approach to training and development is focused on enhancing the productivity and effectiveness of the workforce, by providing them with the knowledge and skills that are most relevant to the company's objectives. The primary goal of business demand-oriented skilling is to ensure that employees are equipped with the right set of skills that are in high demand within the company. This can involve identifying specific areas of expertise that are required for key business functions, and designing training programs that are tailored to meet those needs. One of the key benefits of business demand-oriented skilling is that it can help companies to stay competitive in a rapidly changing business landscape. By investing in the development of their employees' skills, companies can ensure that they are better equipped to adapt to new technologies, market trends, and other emerging challenges. Overall, business demand-oriented skilling is an effective way for companies to invest in their workforce, and to ensure that they have the right talent to drive success in the future.
Teaching English for STEM 1 &amp; 2 Courses at Faculty of Education, Assiut University: Investigating the Possibilities and Challenges
Author: Abdallah, Mahmoud M. S.
Date: 2023-07-00
Type: Reports - Research
Subjects: STEM Education,English (Second Language),College Students,Foreign Countries,Teacher Attitudes,College Faculty,Student Attitudes,Language Skills,Knowledge Level,Critical Thinking,Content and Language Integrated Learning,Language of Instruction

This study aims to explore the possibilities and challenges of teaching English for Science, Technology, Engineering and Mathematics (STEM) 1 &amp; 2 courses at the Faculty of Education, Assiut University. The study adopts a mixed-methods approach, combining quantitative data from an online questionnaire administered to 150 STEM students through Google Forms and qualitative data from semi-structured interviews with 15 STEM English language instructors affiliated with many Egyptian universities, including Ain Shams University in Cairo, Zagazig University in Northern Egypt and Minia University (in Upper Egypt). The results reveal that both students and instructors perceive the STEM courses as beneficial for developing students' language skills, content knowledge and critical thinking abilities. However, they also face several challenges, such as insufficient time, resources and support, lack of alignment between the course objectives and the students' needs and expectations, and difficulties in integrating language and content. The study concludes with a suggested framework that includes some implications and recommendations for improving the quality and effectiveness of the STEM courses. [This paper was published in &quot;Academic Journal of Faculty of Education&quot; v39 n7 p1-42 Jul 2023.]
Assessment of Causing Factors for Cheating during Examination
Author: Demelash, Minale
Date: 2022-00-00
Type: Journal Articles
Subjects: Cheating,Student Behavior,Secondary School Students,Secondary School Teachers,Principals,Correlation,Foreign Countries,Predictor Variables,Student Attitudes,Educational Environment,Knowledge Level,Test Wiseness,Social Influences,Academic Aspiration,Higher Education,Government Employees,Ethics,Testing

The basic purpose of the present study was to assess the root causes and provoking factors of cheating during an examination and to propose possible solutions to take corrective actions in public secondary schools in Gedeo zone, Southern Nations Nationalities and Peoples Region, Ethiopia. Because of the homogeneity of schools, five schools were randomly selected out of the 24 public secondary schools in the Zone. Similarly, 387 student samples were taken by using simple random sampling techniques to give equal chances to all respondents, while 10 school principals and 10 teachers were selected by availability sampling. The research adopted an embedded mixed (QUANT+qual) design. Questionnaires (quantitative data) for students and unstructured interviews (qualitative data) for principals and teachers were used as collecting instruments. Besides descriptive statistics, principal component analysis, multiple correlations, and multiple linear regression using model IBM SPSS Statistics 20 were used. The result of the study signifies the positive and direct relationships between cheating and the predictor variables. The study is expected to provide evidence-based information for curriculum developers, policy makers, educational officials, school principals, science teachers, and school communities as a whole. The report also adds new knowledge to the existing literature.
Introducing Inverse Function to High School Students: Relating Convention and Reasoning
Author: Stevens, Irma E.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Mathematics Instruction,Mathematical Concepts,Mathematical Logic,Secondary School Mathematics,Concept Formation,Tables (Data),Standards,Graphs

Researchers have identified students' difficulties reasoning about inverse functions. Through our review of this literature, three meanings stand out: a formal, 'undoing', and quantitative meaning. Using these meanings as a guide, we analyzed student work collected from a lesson on the topic of inverse functions taught by an experienced high school mathematics teacher, using a novel task. In analyzing the data, we noticed tensions between students' understanding of the context and of inverse function as treated in curricula. In this paper, we illustrate these tensions and describe potential implications for students' productive construction of the meanings of inverse function. [For the complete proceedings, see ED629884.]
A Conceptual Analysis of the Equal Sign and Equation -- The Transformative Component
Author: Ying, Yufeng
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Symbols (Mathematics),Equations (Mathematics),Mathematical Concepts,Cognitive Processes,Elementary School Students,Concept Formation,Middle School Students,Mathematics Instruction,Arithmetic

Mathematics education scholars have generally classified students' conception of the equal sign as either operational or relational. Adding to these conceptions, Jones (2008) introduced the idea of substitutional conception. Building off these scholars, I introduce a form of understanding the equal sign that includes a transformative equivalence component and extends the conceptions of the equal sign to conceptions of equations. [For the complete proceedings, see ED629884.]
What Makes a Mathematics Lesson Interesting to Students?
Author: Dietiker, Leslie
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Instructional Design,Learner Engagement,Student Interests,Mathematics Curriculum,Aesthetics,Secondary School Mathematics,Story Telling,Literary Devices,Problem Solving,High School Teachers,Mathematics Teachers

How can we design mathematical lessons that spark student interest? To answer this, we analyzed teacher-designed and enacted lessons that students described as interesting for how the content unfolded. When compared to those the same students describe as uninteresting, multiple distinguishing characteristics are evident, such as the presence of misdirection, mathematical questions that remain unanswered for extended time, and a greater number of questions that are unanswered at each point of the lesson. Low-interest lessons did not contain many special narrative features and mostly had questions that were answered immediately. Our findings offer guidance for the design of lessons that can shift student mathematical dispositions. [For the complete proceedings, see ED629884.]
Framework for Representing a Multiplicative Object in the Context of Graphing
Author: Tasova, Halil I.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Multiplication,Graphs,Mathematics Instruction,Mathematical Concepts,Concept Formation,Geometric Concepts,Mathematical Logic

In this study, based on the analysis of a teaching experiment with middle school students, we propose a framework for describing meanings of a point represented on a plane in terms of multiplicative objects in the context of graphing. We classify those meanings as representing: (1) non-multiplicative objects; (2) quantitative multiplicative objects (Type-1 and Type 2); and (3) spatial multiplicative objects. We then discuss implications of these meanings with respect to students' graphing activities. [For the complete proceedings, see ED629884.]
Identifying Opportunities to Engage in Literacy Practices: A Framework for Analyzing Curriculum Materials
Author: Smith, Ethan
Date: 2020-12-00
Type: Journal Articles
Subjects: Mathematics Education,Interdisciplinary Approach,Reading Skills,Writing Skills,Speech Skills,Listening Skills,Mathematics Curriculum,Grade 7,Literacy Education

In this report I have created an exploratory framework to identify opportunities to engage in literacy practices within mathematics curriculum materials. This framework describes &quot;unstructured literacy opportunities&quot; and &quot;structured literacy opportunities&quot; for each of the language modalities of reading, writing, speaking, and listening. Different structures within each modality are also detailed along with connections between the modalities. The framework is then applied to Illustrative Mathematics (IM) curriculum materials to reveal patterns of how different types of literacy opportunities are addressed and connected. [For the complete proceedings, see ED629884.]
Survey of Preservice Teachers&apos; Pedagogical Content Knowledge for Students&apos; Multiplicative Reasoning
Author: Austin, Christine K.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Division,Elementary School Teachers,Pedagogical Content Knowledge,Preservice Teachers,Preservice Teacher Education,Mathematics Instruction,Number Concepts,Concept Formation,Middle School Teachers

Multiplication and division are vital topics in upper level elementary school. A teacher's pedagogical content knowledge (PCK) influences both instruction and students' learning. However, there is currently little research examining teachers' PCK within this domain, particularly regarding professional education of future teachers. To help address this need, the present paper presents an initial validity argument for a survey of preservice teacher's PCK for multiplication and division. [For the complete proceedings, see ED629884.]
Supporting Students&apos; Meanings for Quadratics: Integrating RME, Quantitative Reasoning and Designing for Abstraction
Author: Mohamed, Mustafa M.
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Mathematics Education,Mathematics Instruction,Thinking Skills,Algebra,Grade 8,Models

We describe how we supported middle-school students developing meanings for quadratic growth by bringing together three theoretical framings and designing a task sequence grounded in that framework. Specifically, this framework was assembled from the research on students' quantitative and covariational reasoning, Realistic Mathematics Education, and the theory of designing for mathematical abstraction. We present data from a teaching experiment to highlight how this task sequence supported students as they imagined constant increases in the amounts of change in one quantity, a kind of change they later understood to be a defining characteristic of quadratic growth. We conclude with a discussion of our findings and how our integration of the three frameworks proved useful to design a productive task sequence. [For the complete proceedings, see ED629884.]
Unit Transformation Graphs: A Case Study
Author: Norton, Anderson
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Problem Solving,Preservice Teachers,Preservice Teacher Education,Fractions,Cognitive Processes,Difficulty Level,Graphs,Sequential Learning,Short Term Memory,Number Concepts,Elementary School Mathematics

We introduce a methodology for diagramming the ways students use sequences of mental actions to solve mathematical tasks. We studied 12 pre-service teachers as they solved a set of fractions tasks, ranked by cognitive demand. We present the unit transformation graphs for one of those pre-service teachers, to illustrate how she experienced and met cognitive demand across the fractions tasks. Specifically, the graphs illustrate how sequencing mental actions places demands on working memory and how units coordination structures can offload some of that demand. [For the complete proceedings, see ED629884.]
Learning Difficulties to Build Zero and One, Based on Von Neumann = Dificultades de aprendizaje para construir el cero y el uno, con base en von Neumann
Author: Rodríguez-González, María Leticia
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Learning Problems,Number Concepts,Elementary School Students,Mathematics Instruction,Grade 1,Foreign Countries

This research project focuses on identifying the difficulties that children between 6-7 years-old have in learning natural numbers, when working a teaching model with a Von Neumann formal mathematical basis. In this study, we present the analysis of the experimentation with a first-grade class in the construction of zero and one numbers, contrasting the results with a case of the clinical interview. Our methodological theoretical framework is the Local Theoretical Model (LTM) and its four components: Formal, Cognitive, Communication and Teaching. With the theoretical contribution of each component, the categories of analysis are designed to observe and explain difficulties in the use of the Mathematical Sign System (MSS) involved in the construction of the first natural numbers, using iteration and the recursive process. [For the complete proceedings, see ED629884.]
Designing Mathematics Learning Environments for Multilingual Students: Results of a Redesign Effort in Introductory Algebra = Diseñando ambientes de aprendizaje en matemáticas para estudiantes multilingües: resultados de una investigación de diseño en algebra introductoria
Author: Zahner, William
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Educational Environment,Instructional Design,Multilingualism,Algebra,Introductory Courses,English Language Learners,Grade 9,High School Students,Public Schools,Intervention,Mathematics Achievement,Achievement Gains

We describe results of a long-term design experiment focused on promoting mathematics learning among multilingual ninth graders classified as English Learners. The intervention at a linguistically diverse public high school in the US focused on a unit introducing concepts related to linear rates of change. We analyze results from a curriculum-aligned pre- and post-unit assessment used to document student learning across each design cycle. The main result is that students in both the Pre-Intervention and Redesigned classrooms made gains on the pre- and post-unit assessments. However, student gains on the assessments were higher in the Redesigned classrooms than in the Pre-Intervention classrooms. Additionally, on the assessment in the Redesigned classes, students classified as English Learners made larger gains than their non-EL peers, and the majority of the gains occurred on conceptually-focused items. [For the complete proceedings, see ED629884.]
Critically Analyzing and Supporting Difficult Situations (CARDS): A Tool to Support Equity Commitments
Author: Marshall, Anne Marie
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Equal Education,Mathematics Teachers,Preservice Teachers,Vignettes,Training Methods,Cooperation,Faculty Development,Elementary School Teachers

Mathematics educators sometimes have trouble enacting equity-based pedagogy. Part of this is due to the lack of authentic opportunities to engage in analyzing difficult scenarios involving power, identity, and access. Additionally, mathematics educators sometimes have trouble finding, sharing, and collaborating on activities and materials that interrogate these spaces. In this research report, we present how a collective of equity-oriented mathematics educators created, enacted, and studied the use of scenarios presenting difficult situations to pre- and in-service mathematics teachers. More importantly, this report shows how we, as a field of mathematics educators, can enact large-scale collaboration that disrupts the capitalistic norms of knowledge ownership and neoliberal approaches to teacher preparation. The CARDS tool was not created by an individual, but by an amorphous group aligned and committed to equity. [This article was written with The MathEd Collective. For the complete proceedings, see ED629884.]
Between the Boundaries of Knowledge: Theorizing an Etic-Emic Approach to Mathematics Education
Author: Peralta, Lee Melvin
Date: 2020-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Teaching Methods,Indigenous Populations,Indigenous Knowledge,Culturally Relevant Education,Mathematics Instruction,Decolonization

Researchers and reformers across multiple areas of scholarship have challenged the idea of mathematics as fixed, politically neutral, and value-free. Ethnomathematics has brought attention to the mathematical practices of particular cultural groups that differ from Western ways of mathematical understanding. These practices raise the following question for mathematics education, especially within Indigenous communities: whose knowledge should be taught and from whose perspective? One response to this question is to teach both dominant and non-dominant perspectives on mathematics, which can be considered an &quot;etic-emic&quot; approach to mathematics education. Drawing on the literature on decolonizing studies in education, I offer a theorization of this etic-emic approach in terms of re-mythologizing mathematics, pursuing recognition and reconciliation, and refusing colonization. [For the complete proceedings, see ED629884.]