ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Views about the 8th Grade Mathematics Textbook Prepared According to the New Primary Education Mathematics Curriculum
Author: Altundag, Ridvan
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Teacher Attitudes,Secondary School Teachers,Grade 8,Textbooks,Mathematics Curriculum,Barriers,Mathematics Activities,Access to Information,Class Size,Textbook Content

This study aims to reveal the mathematics teachers' views about the 8th grade Mathematics Textbook (MTB) prepared according to the New Primary Education Mathematics Curriculum (NPEMC) which took effect in the 2005-2006 education period for the first time. The study uses a case study method. Convenience sampling was used in order to obtain more in-depth knowledge. The data we examine came from the semi structured interviews conducted with four mathematics teachers working in different primary schools in Trabzon province. The results of the study are that the teachers experienced distress in finding the necessary materials required for the activities in the textbook and the activities could not be implemented effectively in the over-populated classes. The study ends with the recommendations as the materials required for the activities in the textbooks should be easily accessible and the activities should be prepared considering the number of students in mathematics classes. [Paper presented at the World Conference on Educational Sciences (WCES) 2009.]
Use of Cabri 2D Software in Drawing Height, Perpendicular Bisector and Diagonal
Author: Yildiz, Cemalettin
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Software,Educational Technology,Technology Uses in Education,Geometric Concepts,Geometry,Computer Assisted Instruction,Grade 8,Elementary School Students,Elementary School Mathematics,Program Effectiveness

In this study, the effect of Cabri 2D software on drawings of height, perpendicular bisector in triangles and diagonal in polygons was explored. Case study method was used in the study. Diagnostic questions and computer assisted worksheets related to height, perpendicular bisector and diagonal concepts were developed as data collecting tools. Diagnostic questions were posed as pre-and post-implementations to total 25 students studying at 8th grade of an elementary school in Trabzon. Students' answers to questions were analyzed and presented in tables. As a result of the study, Cabri 2D software was found to positively contribute to students' better understanding of height, perpendicular bisector and diagonal concepts. Therefore, it's recommended to develop and use in the classes Cabri 2D assisted worksheets also for other subjects of geometry. [Paper presented at the World Conference on Educational Sciences (WCES) 2010.]
A Comparision of Freshman and Senior Mathematics Student Teachers&apos; Views of Proof Concept
Author: Kögce, Davut
Date: 2011-00-00
Type: Journal Articles
Subjects: College Freshmen,College Seniors,Preservice Teachers,Mathematics Teachers,Mathematical Concepts,Validity,Mathematical Logic,Elementary School Mathematics,Foreign Countries,Student Attitudes

This study was conducted to determine and to compare freshman and senior mathematics student teachers' views of &quot;proof&quot; concept. Case study method was used in this study. The data of the study were obtained by conducting a questionnaire which consists of 4 open-ended questions to total 200 freshman and senior mathematics student teachers studying in Department of Elementary Mathematics Education, in Fatih Faculty of Education, in 2010-2011 academic year. At the end of the study, it was determined that senior mathematics student teachers' definitions of proof were more similar to those reported in the literature than freshman mathematics student teachers' ones. [Paper presented at the World Conference on Educational Sciences (WCES) 2011.]
Expectations of Primary Mathematics Student Teachers from Their Instructors and Classmates
Author: Kögce, Davut
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Preservice Teachers,College Freshmen,Student Attitudes,Expectation,College Faculty,Teacher Role,Peer Influence,Career Development,Educational Environment,Student Evaluation,Interpersonal Relationship,Mathematics Teachers

This study was conducted to determine freshman mathematics student teachers' expectations from their instructors and classmates in terms of contribute to their career development. In this study, case study method was used. A questionnaire with 2 open-ended questions was administered to total 152 freshman mathematics student teachers enrolled to Department of Elementary Mathematics Education, in Fatih Faculty of Education, in autumn semester of 2009-2010 academic year. As a result, it is revealed that freshman mathematics student teachers expect from their instructors about learning environment, exam question, assessment and evaluation and social relations between instructor and students. [Paper presented at the World Conference on Educational Sciences (WCES) 2011.]
Students&apos; Views about Activities Developed on the History of Pythagoras Theorem
Author: Seyitoglu, Elif
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Instruction,Elementary School Students,Grade 8,Elementary School Mathematics,Teaching Methods,History,Geometry,Geometric Concepts,Mathematical Logic,Validity,Foreign Countries

In this study, students' views were taken about history of Pythagoras theorem that contains improved activity which in the history people was thrilled at and there are a lot of their proofs. The study was conducted with 15 students 8th grade at a public elementary school in Trabzon during the spring term of 2009-2010 school year. Case study method was used in this study. Data were taken from observation notes which were written by researchers and semi-structured interviews that were conducted with students. At the end of the study, most students said that they took pleasure in practice and wanted such kind of the lessons. [Paper presented at the World Conference on Educational Sciences (WCES) 2011.]
The Effect of Instructional Materials Developed in Relation to Decimal Fractions on Success
Author: Yildiz, Cemalettin
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Materials,Mathematics Instruction,Grade 6,Arithmetic,Fractions,Worksheets,Mathematical Logic,Mathematical Concepts,Elementary School Students,Foreign Countries

This study aims to examine the effect of instructional materials developed on the basis of 4 stage constructivist model on the success of 6th grade students in the subject of decimal fractions. For this purpose, a worksheet on decimal fractions, a conceptual change text and an anology map were developed. These instructional materials were administered to 62 students selected from two different 6th grade classes in a primary school in Trabzon in 2008-2009 school year. Semi-experimental method was used in this study. At the end of the study, it was seen that the instructional materials developed increased students' success. [Paper presented at the World Conference on Educational Sciences (WCES) 2011.]
The Effect of Instructional Materials on Decimal Fractions to the Conceptual Change
Author: Yildiz, Cemalettin
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Materials,Arithmetic,Fractions,Mathematics Education,Elementary School Mathematics,Elementary School Students,Grade 6,Concept Formation,Misconceptions,Foreign Countries

This study investigates the effect on conceptual change of instructional materials about &quot;decimal fractions&quot; developed by adopting 4 stage constructivist learning model. The study was conducted with 30 students 6th grade at a public elementary school in Trabzon during the spring term of 2008-2009 school year. Case study method was used in the study. The clinical interviews were made with 6 students just before the application and one month later. When the students' responses to the interview questions after the application were investigated, it was identified that the number of students' responses containing misconceptions was decreased at the end of the study. [Paper presented at the World Conference on Educational Sciences (WCES) 2011.]
The Effect of Teaching the Subject of Fibonacci Numbers and Golden Ratio through the History of Mathematics
Author: Kaygin, Bülent
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,History,Mathematics Achievement,Grade 8,Elementary School Students,Mathematical Concepts,Numbers,Foreign Countries,Student Attitudes

This study aims to determine the influence of teaching Fibonacci numbers and golden ratio through history of mathematics on student achievement and the opinions of students regarding this issue. This study was carried out by case study method with 30 students who attended the 8th grade of an elementary school in Erzincan in spring term of 2009-2010 school year. Data were collected with performance test and a questionnaire form composed of 5 open-ended questions. The results showed that teaching Fibonacci numbers and golden ratio which was integrated with the history of mathematics had a positive effect on student achievement. [Paper presented at the World Conference on Educational Sciences (WCES) 2011.]
The Views of Teacher and Students in Regards to Use of History of Mathematics in the Teaching of Fractal Subject
Author: Yildiz, Cemalettin
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Mathematics Instruction,Grade 8,History,Teaching Methods,Mathematical Concepts,Foreign Countries,Elementary School Students,Elementary School Mathematics

This study aims to determine the views of a mathematics teacher and his students about fractal subject which is processed with the history of mathematics. It was carried out with 35 students enrolled at the 8th grade of a school in Trabzon during the spring term of the 2009-2010 school year. Data collection tools consisted of students' compositions and semi-structured interviews with the students and their teacher. It is understood according to the interviews with the teacher and his students, the course dedicated in the history of mathematics is surprising and useful and the materials are interesting and effective. [Paper presented at the World Conference on Educational Sciences (WCES) 2011.]
Cristo Rey Schools: A Model of 21st-Century Catholic Education. White Paper No. 174
Author: Donovan, William
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Catholic Schools,Religious Education,Models,School Effectiveness,Low Income Students,Enrollment Trends,College Preparation,Work Study Programs,Job Skills,Academic Achievement,Partnerships in Education,Academic Standards,Educational Objectives,Private Schools,Urban Schools

A major factor in the overall enrollment decline in elementary and secondary Catholic schools during the past 50 years has been the migration of families from urban parish schools to suburban public education. Nearly 13,000 Catholic schools operated in the early 1960s. By 2016 that number was down to roughly 6,400. The enrollment decline coincided with rising expenses at Catholic schools. Schools in the Chicago-based Cristo Rey Network serve low-income families in urban areas, are doing what many thought impossible. Rather than losing students they are adding them. In its unique model, students receive a college-preparatory education and participate in a work-study program in which they learn employable skills and earn money to help pay for their tuition. Since the first Cristo Rey school was founded in Chicago in 1996, 31 others have opened in 21 states and the District of Columbia, including in Boston and Lawrence, MA, with plans to add eight more by 2020. This paper examines Cristo Rey schools, why they work, how they work and what parts of their education/business design can be successfully transferred to other Catholic high schools. It looks at the Cristo Rey Network, a cooperative organization formed to standardize the Cristo Rey approach, offer resources to the individual schools and help promote the spread of Cristo Rey schools to cities that can support them. Through interviews with founders and early backers this paper reviews the origins of the Cristo Rey method and how it has been replicated in places such as Cristo Rey Boston High School and Notre Dame Cristo Rey High School in Lawrence. And it looks to see see what lessons can be drawn by other Catholic high schools wrestling with sliding enrollment and shrinking income.
Indiana College Completion Report, 2017
Author: Indiana Commission for Higher Education
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,College Graduates,Higher Education,Graduation Rate,Achievement Gap,Public Colleges,Time to Degree,Two Year Colleges,Racial Differences,Minority Group Students,Socioeconomic Status,Full Time Students,Part Time Students,Ethnic Groups,Postsecondary Education,Educational Improvement,Universities,Academic Degrees,Dropouts,Academic Persistence,College Credits

The Indiana Commission for Higher Education is committed to providing a clearer and more comprehensive picture of college completion in order to advance Indiana's collective efforts to boost education attainment. In partnership with Indiana public colleges and the National Student Clearinghouse, the Commission has collected completion data for Hoosier students who graduate in this state and out-of-state. Each Indiana college profile shows the percentage of students who start and finish at their campus of origin as well as those who complete at another institution or with a different degree over three different time horizons. The second page of each college profile presents disaggregated completion rates to illuminate how completion patterns differ by student population based on income level and race/ethnicity. Key takeaways in this report include: (1) On-time college completion rates are consistently improving at all Indiana public campuses; (2) Progress must accelerate to close the achievement gap between minority students and their peers by 2025; and (3) More students are on track to complete on time by earning 30 credits per year, with 21st Century Scholars making the largest gains. [For the previous report in this series, see ED572296.]
Development of Materials in Instruction of Decimals According to Constructivist Approach
Author: Yildiz, Cemalettin
Date: 2010-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Arithmetic,Mathematics Instruction,Mathematical Logic,Mathematical Concepts,Concept Formation,Worksheets,Grade 6,Elementary School Students,Elementary School Mathematics,Instructional Materials,Student Attitudes

Decimals are among the difficult subjects for the students because of its abstract nature. Therefore, the aim of this study is to develop instructional materials for students based on one of the four-stage models of constructivist approach related to the unit of &quot;decimals&quot;. With this aim, a worksheet, analogy map and conceptual change text on the unit of decimals were developed. Case study method was used in the study. A pilot study was conducted with 32 6th graders studying in an elementary school in Trabzon in order to use the instructional materials in the classes more effectively and to test their feasibility. At the end of this preliminary study, the students were determined to find the materials effective, visual and interesting. Therefore, it's recommended to use the materials developed during the course in mathematics classes and to develop similar materials for other subject matters. [Paper presented at the World Conference on Educational Sciences (WCES) 2010.]
Indiana College Completion Report, 2018
Author: Indiana Commission for Higher Education
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,College Graduates,Higher Education,Graduation Rate,Time to Degree,Public Colleges,Educational Change,Educational Trends,Achievement Gap,Minority Group Students,College Credits,Socioeconomic Status,Part Time Students,Full Time Students,Student Characteristics,Racial Differences,Ethnic Groups,Postsecondary Education,Student Financial Aid,Two Year Colleges,Academic Degrees,Dropouts

The Indiana Commission for Higher Education is committed to providing a clearer and more comprehensive picture of college completion in order to advance Indiana's collective efforts to boost education attainment. In partnership with Indiana public colleges and the National Student Clearinghouse, the Commission has collected completion data for Hoosier students who graduate in this state and out-of-state. Each Indiana college profile shows the percentage of students who start and finish at their campus of origin as well as those who complete at another institution or with a different degree over three different time horizons. The second page of each college profile presents disaggregated completion rates to illuminate how completion patterns differ by student population based on income level and race/ethnicity. Key takeaways in this report include: (1) More Indiana students are graduating overall; (2) On-time completion rates are improving across all Indiana public campuses; and (3) Recent reforms are delivering big gains for 21st Century Scholars. [For the 2017 report, see ED589265.]
Mathematics Teacher Educators&apos; Beliefs about Teacher Role
Author: Aydin, Mehmet
Date: 2010-00-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Teachers,Teacher Educators,Beliefs,Teacher Role,Mathematics Instruction,Teacher Attitudes,Teaching Methods

The aim of this study is to examine the mathematics teacher educators' beliefs about teacher role in teaching mathematics. Case study is preferred as research method. An interview form devised by the researcher, composed of open-ended and scenario type questions was used as the data collecting tool. Interviews taking average 60 minutes were carried out with five academicians from Karadeniz Technical University (KTU) Fatih Faculty of Education in spring term of 2006-2007 academic year. By using Magolda's Epistemological Reflection Model, the data obtained were analyzed. It was found that the participants' beliefs about teacher role fairly comply with the philosophical notion of the new mathematics curriculum in Turkey. We believe that by conducting similar studies with larger samples, it might be possible to get additional perspectives on and contribute to teacher training researches. [Paper presented at the World Conference on Educational Sciences (WCES) 2010.]
A New Mexico School Uses Data to Turn around School Performance. Nenahnezad Community School, NM. Case Study: MAP Growth
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Information Utilization,Data Collection,School Turnaround,Community Schools,Elementary School Students,Educational Change,American Indian Reservations,American Indian Students,Educational Improvement,Improvement Programs,Evidence Based Practice

Northwestern New Mexico is widely known as the Four Corners region, and for locals, it is also known as the Checkerboard area--a patchwork of sections owned by the federal government, private citizens, and the Navajo reservation. Oil and gas fields are spread out along the arid mesas, but below is fertile farmland, irrigated by the San Juan River. Situated among the farms is a Bureau of Indian Education (BIE) school, the Nenahnezad Community School for K-6 students. Poverty is a way of life for Nenahnezad students, and many come from homes on the reservation with no running water or electricity. Most of the 180 students live in campus dormitories during the week. It is common for young Navajo parents to move into the region for a short-term position in the nearby town of Farmington, or to work in the coal mines, and to leave within a year or two. Student turnover at Nenahnezad is close to 50% each year. This article examines how the school went from a low-performing school to one of the top-ranked ones using NWEA data and programming.
The Secret to Sustainable School Transformation: Slow and Steady Wins the Race
Author: Kim, Juli
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Sustainable Development,Educational Change,School Districts,School Turnaround,Partnerships in Education,At Risk Students,Minority Group Students,Low Income Students,Urban Schools,Educational Quality,Change Strategies,Elementary Secondary Education,Elementary Schools,Educational Finance

In 2007, civic and philanthropic leaders founded the nonprofit Partnership for Los Angeles Schools to transform some of the city's highest-need, lowest-performing schools. Eleven years later, schools in the Partnership network have made notable improvements, with much more substantial gains in student performance relative to other schools in the state. This report from Public Impact examines the Partnership's unique &quot;in-district&quot; model for school turnarounds and the findings from an analysis of student academic data to understand how the Partnership has addressed the significant challenges facing low-resource schools. [This report was co-published with Partnership for Los Angeles Schools.]
Best Practices in Massachusetts Charter Schools: What We Know Now. White Paper No. 165
Author: Candal, Cara Stillings
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Best Practices,Charter Schools,Evidence Based Practice,School Effectiveness,Educational Finance,Outcomes of Education,Student Attrition,English Language Learners,Misconceptions

Despite ample evidence that Massachusetts's charter public schools are among the highest performing schools--charter or traditional--in the country, a 2016 ballot initiative to open more of them failed by a large margin. Rhetoric on both sides of the issue was driven by emotion rather than data, and charter school detractors successfully advanced several myths about the schools. The ballot question's failure is unlikely to halt charter school expansion in the future, but it does slow the pace of the movement's growth and speak to the work that charter supporters must do to educate the public. This paper summarizes the research-based truth about Massachusetts charter public schools, focusing on the ideas that were most prominent in the charter school ballot initiative debate. The data that follow are taken from a series of papers published by Pioneer Institute over the course of 2016.
Expanding Educational Opportunities: Three Models for Extended Summer Enrichment Programs in Massachusetts. White Paper No. 171
Author: Corvese, Lauren
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Summer Programs,Enrichment Activities,Costs,Tuition,Disadvantaged Youth,Expenditure per Student,At Risk Students,Models,School Schedules,Partnerships in Education,Fund Raising,Elementary Secondary Education,Private Schools,Public Schools

While there are many causes at the root of the academic achievement gap between high- and low-income students, one that is seldom acknowledged is summer learning loss, which disproportionally affects low-income and minority students. With a wide achievement gap across all regions of Massachusetts, private schools in the commonwealth should consider offering summer enrichment programs, which have been shown to promote student achievement, to underserved students as a tool to combat this trend. This paper compares the costs and tuition at typical summer programs run by elite private schools to &quot;mission-based&quot; programs that actively recruit disadvantaged students to offer high-quality, longer-term educational experiences. Findings indicate that elite schools often offer single-summer day programs for $5,500 or more per student for five weeks of instruction, while programming at other schools that extend the program for twelve months, multiple summers or multiple full years can operate at less than half the cost. Not only are these expanded programs cost-efficient, but they fulfill a mission to educate underprivileged students who are most at-risk for summer learning loss.