ethanporcaro/eric-fulltext-meta huggingface dataset:
Elevating College Completion
Author: Hess, Frederick M., Ed.
Date: 2018-00-00
Type: Collected Works - General
Subjects: Graduation Rate,College Graduates,Educational Change,Educational Attainment,College Readiness,Psychological Patterns,Higher Education,Public Policy,State Policy,Educational Policy,Educational Legislation,Federal Legislation,Grants,Federal Aid,Eligibility

It feels like an ocean's worth of ink has been dedicated to the rising cost of college. From press coverage to the latest public opinion polls to the drumbeat of proposals for &quot;free college,&quot; you could be forgiven for assuming that the only real problem with American higher education is the price tag. And cost is, indeed, a real issue. But it is hardly the only one. At least as pressing is the reality that only about half of students who begin college actually complete their degree. This yawning gap between those who enroll in higher education and those who graduate has been persistent, even as our economy shifts and increasingly makes a credential beyond high school a necessity, rather than a luxury, in the workforce. It is becoming increasingly difficult--and expensive--to brush this college completion problem under the rug. As Congress looks to reauthorize the Higher Education Act--through which taxpayers shell out about $130 billion per year in grants and loans--the completion problem deserves to be a meaningful part of the deliberations. At the same time, a single-minded focus on college completion can be unhelpful for students and taxpayers alike. Reforms intended to boost college completion need to be approached with caution, designed with attention to potential consequences, and informed by due regard for the full range of outcomes that matter to taxpayers and students. Given both the importance of the problem and the need to tackle it in thoughtful, constructive ways, education scholars at the American Enterprise Institute and Third Way have recruited a talented cadre of researchers to publish this series of in-depth reports on the current college completion landscape, the major drivers of graduation rates, and the best levers for increasing completion both at individual institutions and system-wide--without spurring undesirable consequences in the process. This report contains the following chapters: (1) The College Completion Landscape: Trends, Challenges, and Why It Matters (Bridget Terry Long); (2) The Policy Imperative: Policy Tools Should Create Incentives for College Completion (Sarah Turner); (3) Completion Reforms That Work: How Leading Colleges Are Improving the Attainment of High-Value Degrees (Mark Schneider and Kim Clark); (4) What Matters Most for College Completion? Academic Preparation Is a Key Predictor of Success (Matthew M. Chingos); and (5) Leveraging Psychological Factors: A Necessary Component to Improving Student Outcomes (Mesmin Destin). [This work was co-produced by the Third Way Institute.]
Investing in Innovation: Reflections on the Family Economic Success-Early Childhood Education Pilots
Author: Annie E. Casey Foundation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Family Programs,Intergenerational Programs,Poverty,Low Income Groups,Parenting Skills,Early Childhood Education,Child Care,Family Income,Employment Level,Employment Qualifications,Early Intervention,Financial Support

The Annie E. Casey Foundation's Family Economic Success-Early Childhood Education (FES-ECE) initiative, launched in October 2013, is rooted in the belief that families do better when programs can offer simultaneous support to children and parents. The report, designed to aid funders, is part of the Casey Foundation's ongoing commitment to sharing knowledge about two-generation strategies. It offers lessons and recommendations rooted in the FES-ECE initiative, which aims to break the cycle of poverty among low-income families.
Engendering Multiplicative Reasoning in Students with Learning Disabilities in Mathematics: Sam&apos;s Computer-Assisted Transition to Anticipatory Unit Differentiation-And-Selection
Author: McClintock, Evan D.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Disabilities,Mathematics Instruction,Multiplication,Grade 5,Mathematical Concepts,Concept Formation,Computer Software,Educational Technology,Technology Uses in Education,Cognitive Processes

We examined how a student with learning disabilities (SLD) in mathematics constructed a scheme for differentiating, selecting, and properly operating on/with units that constitute a multiplicative situation, namely, singletons ('1s') and composite units (abbreviated UDS). Conducted as part of a larger teaching experiment in a learning environment that synergizes human and computer-assisted teaching, this study included 12 videotaped teaching episodes with a 5th grader (pseudonym-Sam), analyzed qualitatively. Our data provide a window onto the conceptual transformation involved in advancing from absence, through a participatory, to an anticipatory stage of a UDS scheme--a cognitive root for the distributive property. We postulate this scheme as a fundamental step in SLDs' learning to reason multiplicatively, and highlight the transfer-empowering nature of constructing it at the anticipatory stage. [For the complete proceedings, see ED585874.]
Teacher Perspectives on Mathematics Content and Pedagogy: Describing and Documenting Movement
Author: Erchick, Diana B.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Mathematics Instruction,Pedagogical Content Knowledge,Mathematics Teachers,Coaching (Performance),Qualitative Research,Mathematics,Faculty Development,Mathematical Concepts,Elementary School Teachers,Middle School Teachers,Teacher Participation,Personal Narratives,Work Sample Tests

In this paper we report on a study examining how teacher perspectives on mathematics content and pedagogy changed after the teachers' schools participated for one year in the Mathematics Coaching Program. Teacher narrative responses to questions about student work samples provided qualitative data for analysis. Questions asked for teacher input on student thinking and instructional decisions. Responses reveal teacher change in the area of the program goals of movement toward an integrated procedural/conceptual perspective on content and a learner responsive perspective on pedagogy. [For the complete proceedings, see ED585874.]
The Relationships between Organizational Values, Job Satisfaction, Organizational Silence and Affective Commitment
Author: Demirtas, Zülfü
Date: 2018-00-00
Type: Journal Articles
Subjects: Organizational Culture,Job Satisfaction,Teacher Motivation,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Values,Quality of Working Life

In this research, the relationships between organizational values, job satisfaction, organizational silence and affective commitment perceptions of managers and teachers working in schools were examined. The research data were collected from 706 school administrators and teachers. Four scales were used in the study: Management Scale According to Values, Teaching Satisfaction Scale, Organizational Silence Scale and Affective Commitment Scale. Structural Equation Modeling (SEM) was developed to determine the relationship between variables. The data obtained in the SEM show that all hypotheses of the study are accepted. According to these findings, organizational values positively affect job satisfaction and affective commitment. Organizational values have a negative effect on organizational silence. Job satisfaction has a positive effect affective commitment. Organizational silence negatively affects affective commitment. Job satisfaction increases the influence of organizational values on affective commitment with the role of mediator. Organizational silence diminishes the role of the mediator and the influence of organizational values on affective commitment.
Students&apos; Distributive Reasoning with Fractions and Unknowns
Author: Hackenberg, Amy
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Logic,Mathematics Instruction,Fractions,Algebra,Interviews,Middle School Students,High School Students,Multiplication,Mathematical Concepts,Semi Structured Interviews,Mathematics Tests

To understand relationships between students' quantitative reasoning with fractions and their algebraic reasoning, a clinical interview study was conducted with 18 middle and high school students. The study targeted a balanced mix of students with 3 different multiplicative concepts, which are based on how students coordinate composite units (units of units). Students participated in two 45-minute semi-structured interviews and completed a written fractions assessment. This paper reports on how students with the second and third multiplicative concepts demonstrated the use of a distributive operation in fraction and algebraic problem solving. [For the complete proceedings, see ED585874.]
KIDS COUNT Data Book, 2018: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Child Welfare,Economic Impact,Annual Reports,Well Being,Social Indicators,Definitions,Child Health,Child Development,Family Characteristics,Academic Achievement,Dropout Rate,Graduation Rate,Health Insurance,Mortality Rate,Drug Abuse,Socioeconomic Status,Poverty,Employment Level,Family Income,Elementary Secondary Education,Early Childhood Education,Early Parenthood,Pregnancy,Intervention,At Risk Persons,Educational Indicators,Parents,Access to Education,Reading Skills,Grade 4,Mathematics Skills,Grade 8,High School Students,Family Structure,Substance Abuse,Racial Differences,Ethnicity,Geographic Location

The Casey Foundation's &quot;2018 KIDS COUNT® Data Book&quot; warns that the 2020 census is mired in challenges that could shortchange the official census count by at least 1 million kids younger than age 5. This discrepancy would put hundreds of millions of federal dollars at risk and, in doing so, underfund programs that are critical for family stability and opportunity. The &quot;Data Book&quot; also looks at trends in child well-being during a period that saw continued improvement in economic well-being but mixed results in the areas of health, education, and family and community factors. The report includes the Foundation's signature rankings in key areas of child well-being. This year, New Hampshire is at the top of the rankings. [Foreword by Patrick T. McCarthy. For the &quot;KIDS COUNT Data Book, 2017: State Trends in Child Well-Being,&quot; see ED582091.]
Impulsive-Analytic Disposition: Instrument Pilot-Testing
Author: Lim, Kien
Date: 2011-10-00
Type: Reports - Research
Subjects: Pilot Projects,Mathematics Instruction,Preservice Teachers,Inservice Teacher Education,Test Reliability,Problem Solving,Correlation,Test Validity,Mathematics Tests

The likelihood-to-act (LtA) survey measures impulsive and analytic dispositions in solving mathematics problems. The current version has 16 impulsive and 16 analytic items. Its validity was assessed using a sample of 27 in-service and 92 pre-service teachers. Both the impulsive and analytic subscales were found to have internal consistency reliability, but they were not correlated with one another. The impulsive subscale was predictive of correctness in classifying the LtA items. The analytic subscale was predictive of how well a participant would perform in Part 2 of a math test after taking Part 1 and being warned that some items could be tricky. [For the complete proceedings, see ED585874.]
Students&apos; Combinatorial Reasoning: The Multiplication of Binomials
Author: Tillema, Erik
Date: 2011-10-00
Type: Reports - Research
Subjects: Interviews,Grade 6,Mathematical Logic,Multiplication,Problem Solving,Mathematical Concepts,Concept Formation,Urban Schools

Three clinical interviews were conducted with each of 15 sixth grade students to test conjectures about the relationship between their level of multiplicative reasoning and their solution of combinatorics problems that could involve single and multi-digit multiplication. The problems that involved multi-digit multiplication were designed with the intent of investigating whether students engaged in binomial multiplication. The conjectures about the relationship between students' multiplicative reasoning and their solution of combinatorics problems that could involve multi-digit multiplication were refined as a result of students' problem solving activity: Students who had not constructed the most advanced multiplicative concept were able to engage in a form of binomial multiplication. [For the complete proceedings, see ED585874.]
Referential Commutativity: Preservice K-8 Teachers&apos; Visualization of Fraction Operations Using Pattern Block
Author: Çaglayan, Günhan
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary Secondary Education,Fractions,Mathematics Instruction,Mathematics,Algebra,Models,Multiplication,Mathematics Teachers

This paper examines ten K-8 preservice teachers' visual representations of fraction operations using the four main pattern blocks. Data consist of figures made using the pattern blocks, drawn colored representations, and detailed written comments and algebraic formalism. The theoretical framework is drawn from representational theories and analyses of fraction operations, and work on coordination of different levels of units. The main result is that only those teachers meaningfully coordinating the different referent units in the fraction situations, were the ones consistent in their representations and reasoning, and in successfully establishing referential commutativity for multiplication of fractions. [For the complete proceedings, see ED585874.]
Transforming Juvenile Probation: A Vision for Getting It Right
Author: Mendel, Richard A.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Disproportionate Representation,Minority Groups,Youth,Community Programs,Intervention,Caseworkers,Change Strategies,Family Involvement,Incentives,Goal Orientation,Adolescent Development,Behavior Change,Supervision,Success,Rewards,Standards,Social Justice,Accountability,Institutionalized Persons,Recidivism,At Risk Persons

The Annie E. Casey Foundation presents its vision for transforming juvenile probation into a focused intervention that promotes personal growth, positive behavior change and long-term success for youth who pose significant risks for serious offending. Nearly a half-million young people are given some form of probation annually and it serves as a critical gatekeeper to determine whether young people are placed in residential institutions. Probation plays a significant role in perpetuating the vast overrepresentation of African-American, Latino and other youth of color in our nation's justice systems. This report delivers the evidence and rationale for two interdependent approaches. First, it calls for reducing the size of the probation population dramatically by diverting far more youth from the juvenile justice system to community resources. Second, it seeks to transforming probation into a more effective intervention for the much smaller population of youth who will remain on probation officer's caseloads. It describes necessary elements of reform, such as building relationships; embracing families and community organizations; motivating youth through incentives and opportunities; and setting clear and meaningful outcome goals for probation itself. [For the executive summary, see ED585997.]
Transforming Juvenile Probation: A Vision for Getting It Right. Executive Summary
Author: Mendel, Richard A.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Disproportionate Representation,Minority Groups,Youth,Community Programs,Intervention,Caseworkers,Change Strategies,Family Involvement,Incentives,Goal Orientation,Adolescent Development,Behavior Change,Supervision,Success,Rewards,Standards,Social Justice,Accountability,Institutionalized Persons,Recidivism,At Risk Persons

In this executive summary, the Annie E. Casey Foundation presents its vision for transforming juvenile probation into a focused intervention that promotes personal growth, positive behavior change and long-term success for youth who pose significant risks for serious offending. Probation is the most common disposition in juvenile justice, therefore taking action to get probation right presents an enormous opportunity for improving the entire juvenile justice system. The executive summary delivers the evidence and rationale for two interdependent approaches: 1) dramatically reducing the size of the probation population and 2) transforming probation into a more effective intervention. It describes necessary elements for change -- including those for improving racial and ethnic equity and setting clear and meaningful goals -- and holding probation and its partner agencies in the juvenile justice system accountable for achieving them. [For the full report, see ED585996.]
Learning Trajectories: Foundations for Effective, Research-Based Education
Author: Clements, Douglas H.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Mathematics Instruction,Mathematics Curriculum,Educational Objectives,Goal Orientation,Skill Development,Cognitive Processes,Assignments,Early Childhood Education

Approaches to standards, curriculum development, and pedagogy are remarkably diverse; however, recent years have seen a growing movement to base each of these on learning trajectories. In this paper, I discuss and compare the various terms and conceptions of this construct, present our definition, differentiate between our conception and that of others', and briefly review some of our recent evidence in the area of early childhood mathematics paper. [For the complete proceedings, see ED585874.]
Reframing Failure: An Analysis of High School Mathematics Teachers&apos; Learning
Author: Bannister, Nicole A.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Equal Education,Educational Change,Mathematics Achievement,Academic Failure,Teacher Collaboration,Student Characteristics,Teaching Methods,Communities of Practice,Mathematics Teachers,Secondary School Teachers,High School Freshmen,Secondary School Mathematics

This paper examines how teachers engaged in equity-oriented reforms learn through interactions in teacher groups. Analysis of teachers' framing of a freshman mathematics student failure problem showed that over time teachers' frames shifted from invariable framings based on student characteristics and systemic issues to actionable framings based on classroom systems contributing to student failure, thereby promoting teachers' concentration on courses of action linked to instruction. By joining the frame analysis and community of practice literatures, this study contributes an empirical example of development within teacher community alongside analytic tools for documenting teachers' learning within these groups. [For the complete proceedings, see ED585874.]
Where&apos;s the Proof? Proof in U.S. High School Geometry Content Standards
Author: Kosko, Karl W.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Common Core State Standards,Geometry,Mathematical Logic,Validity,Mathematical Concepts,High School Students,Secondary School Mathematics,State Standards,Academic Standards

This study examined High School Geometry standards from recent individual states' and the Common Core Standards (CCSSM) featuring reasoning and proof. We examined specificity of content and use of proof or reasoning as a process in the language of standards. Results indicated standards with proof as its primary process are more likely to have higher specificity of content, and vice versa. Further, the CCSSM were found to have higher content specificity and more consistent use of proof as a primary process than the vast majority of states' standards. [For the complete proceedings, see ED585874.]
Perspectives on Instructor Modeling in Mathematics Teacher Education
Author: Brown, Cassondra
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Mathematics Teachers,Mathematics Instruction,Teacher Attitudes,Teaching Methods,Apprenticeships,Teacher Educators,Educational Change,Mathematical Models,Mathematics Activities,Mathematical Concepts,Elementary School Teachers,Middle School Teachers

We unpack the notion of mathematics teacher educators modeling teaching in mathematics teacher education courses. Specifically, we investigated what practicing teachers gained from mathematics teacher educators' modeling by examining: (1) What do mathematics teacher educators believe they model about effective instructional practice? (2) What do practicing teachers notice about the mathematics teacher educator's pedagogy and identify as effective mathematics teaching? (3) In what ways do these perspectives align in mathematics courses for practicing teachers? The results provide insight into what and how teachers learn from engaging in inquiry-oriented teaching. We discuss the implications for the education of mathematics teachers. [For the complete proceedings, see ED585874.]
Research in Mathematics Educational Technology: Current Trends and Futrue Demands
Author: Driskell, Shannon O.
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Technology,Teaching Methods,Futures (of Society),Educational Trends,Trend Analysis,Technology Integration,Pedagogical Content Knowledge,Technological Literacy,Outcomes of Education,Geometry,Databases,Meta Analysis,Educational Research,Mathematics Instruction,Mathematics Teachers

This systematic review of mathematics educational technology literature identified 1356 manuscripts addressing the integration of educational technology into mathematics instruction. The manuscripts were analyzed using three frameworks (Research Design, Teacher Knowledge, and TPACK) and three supplementary lenses (Data Sources, Outcomes, and NCTM Principles) to produce a database to support future research syntheses and meta-analyses. Preliminary analyses of student and teacher outcomes (e.g., knowledge, cognition, affect, and performance) suggest that the effects of incorporating graphing calculator and dynamic geometry technologies have been abundantly studied; however, the usefulness of the results was often limited by missing information regarding measures of validity, reliability, and/or trustworthiness. [For the complete proceedings, see ED585874.]
Connecting PD to Practice: Using a Task in 7th Grade Math
Author: Orrill, Chandra Hawley
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mathematics Instruction,Teaching Methods,Case Studies,Grade 7,Pedagogical Content Knowledge,Middle School Teachers,Video Technology,Mathematics Teachers,Correlation

In this study, we expand the Cohen and Ball triangle of interactions to explore the relationship of professional development to classroom practice. We consider a case study of one teacher's implementation of a task from professional development in her 7th grade classroom. We were specifically interested in how the content and pedagogy of the professional development would be adopted by the teacher. Our findings suggest that this teacher treated pedagogy and mathematical content as separable, which led to problematic implementation of PD practices. [For the complete proceedings, see ED585874.]