ethanporcaro/eric-fulltext-meta huggingface dataset:
Federal and State Resources for Students Experiencing Homelessness. Research Brief
Author: Espinoza, Daniel
Date: 2023-05-00
Type: Reports - Research
Subjects: Students,Public Schools,Homeless People,Student Experience,Resources,Federal Aid,State Aid,Federal Legislation,Educational Legislation,Elementary Secondary Education,Policy

Approximately 1.3 million public school students in the United States were identified by their schools or districts as experiencing some form of homelessness in 2019-20. The housing instability faced by these students is associated with a range of acute needs, including transportation, food security, health care, and emotional and mental health. These challenges have negative impacts for student learning and are associated with lower academic achievement and attainment. This brief reviews major federal and state sources of funding for students experiencing homelessness. It finds that federal funding is insufficient to achieve the goals of federal law and is unevenly distributed. Further, only four states provide dedicated funding to support students experiencing homelessness. Recommendations include increases in funding and an entitlement formula for the McKinney-Vento Act, as well as expansion of allowable uses of funds to cover acute needs, and more informative data about resource use. [For the full report, see ED630219.]
State Strategies for Investing in Community Schools
Author: Maier, Anna
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Strategies,State Policy,Investment,Equal Education,COVID-19,Pandemics,Emergency Programs,Federal Aid,Educational Finance,Funding Formulas,Grants,Capacity Building,Certification

The community schools strategy transforms a school into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development. As partners, they organize in- and out-of-school resources, supports, and opportunities so that young people thrive. A growing number of states are investing in community schools as a strategy to address long-standing social inequities that have been exacerbated by the COVID-19 pandemic. Based on a review of state American Rescue Plan Act plans, as well as state legislative and state education agency websites and other online resources, this report describes community school initiatives in eight states. The report highlights three potential approaches to state support for community schools: (1) ongoing support through school funding formulas; (2) competitive grant funding; and (3) capacity-building supports (such as certification processes).
Safe Schools, Thriving Students: What We Know about Creating Safe and Supportive Schools
Author: DePaoli, Jennifer
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Violence,School Safety,Aggression,Crime,Educational Environment,Intervention,Program Effectiveness,Family Environment,School Security,Police,School Personnel,Weapons,Mental Health,Health Services,Social Emotional Learning,Social Justice,Interpersonal Relationship

A rise in the number of school shootings over time has driven increasing attention to school safety. However, school shootings are not the only physical safety threat students may encounter at school. Other types of violence include sexual assault, robbery, physical attack or fights, and threats of physical attack (with or without a weapon). In addition to immediate physical harms, school violence can have long-lasting effects that undermine students' engagement and mental health. It can also increase drug use and risk of suicide. Although there is widespread agreement that all children and youth deserve a safe and healthy school environment, there is significant debate about how best to promote student safety. As states, districts, and schools consider policies and practices that will promote school safety, they can look to existing research to understand more about the effectiveness of proposed strategies and the potential risk of unintended consequences. This report summarizes what is known about the prevalence and effectiveness of strategies to improve student safety in schools. The authors acknowledge that schools are not the only place where young people experience violence, and there is much to be done to ensure safety in all homes and social spaces.
How Are California School Districts Planning for Universal Prekindergarten? Results from a 2022 Survey
Author: Leung-Gagné, Melanie
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Planning,Preschool Education,Access to Education,Statewide Planning,Preschool Children,Educational Finance,Grants,Educational Development,Delivery Systems,Educational Facilities,Transportation,Instruction,Program Evaluation,Labor Force Development,Technical Assistance,Educational Policy,Program Implementation,School Schedules,Multilingualism

In 2021, California committed to providing universal prekindergarten (UPK) for all 4-year-olds and income-eligible 3-year-olds by 2025-26. UPK includes several early learning programs, including transitional kindergarten (TK), the California State Preschool Program (CSPP), Head Start, and expanded learning opportunities to provide full-day early learning and care. TK is the only UPK program that is free and universally available as part of California's public education system. Offered by local education agencies (LEAs), TK currently serves all 4-year-olds who turn 5 between September 2 and December 2 and will expand to all 4-year-olds by 2025-26. The legislature also made new investments in CSPP, a program for income-eligible 3- and 4-year-old children. Funding for CSPP is provided by the state through grants to both LEAs and community-based organizations. This report provides a snapshot of 1,108 LEAs' initial plans for UPK expansion through the analysis of a survey administered by the California Department of Education in August 2022. Key findings provide insights into LEA plans for service delivery models, facilities and transportation, instruction and assessment, workforce development, school leader development, and technical assistance needs. Notably: (1) Universal prekindergarten delivery models; (2) Facilities and transportation; (3) Instruction and assessment; (4) Workforce development; (5) Supporting school leaders; (6) Technical assistance needs; and (7) Large district approaches to UPK. These findings may help policymakers and practitioners identify areas for additional investments and supports during UPK implementation, although the authors note several data limitations and caution that initial UPK plans may have shifted over the course of the 2022-23 school year. As California moves forward with the expansion of universal prekindergarten, more research and data collection will be needed.
Designing Instructional Sequences for Ethical, Critical and Mathematical Reasoning
Author: Reinke, Luke T.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Mathematics Instruction,Ethics,Critical Thinking,Heuristics,Learning Trajectories,Mathematics Education,Thinking Skills,Statistics Education,Social Justice,Charter Schools,Middle School Students,Teaching Methods

Designers of critical mathematics instruction have documented difficulties in simultaneously fostering the development of critical consciousness while supporting students in developing understandings of new mathematics. However, confining justice-oriented tasks to applications of previously learned mathematics limits the degree to which these tasks will be taken up by teachers. We describe our attempt to employ heuristics from the instructional design theory of realistic mathematics education [RME] to create a sequence aimed at developing students' critical and ethical reasoning while also developing new mathematical understandings of ratio, proportion and percents. We propose emergent adaptations to two of the realistic mathematics education design principles then propose an additional ethical principle to guide the development of future RME sequences. [For the complete proceedings, see ED630210.]
Developing Asset-Based Instruction through Learning Trajectory-Based Curricular Design
Author: Suh, Jennifer M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Learning Trajectories,Curriculum Design,Curriculum Implementation,Instructional Design,Decision Making,Faculty Development,COVID-19,Pandemics,Mathematics Instruction,Pedagogical Content Knowledge,Mathematics Curriculum

This research report describes a Learning Trajectory-based Curricular Design project that engaged teachers and coaches in the design and implementation process. As the project team, we focused on deepening teacher designers' understanding of the learning trajectory (LT) while situating student learning along a continuum to advance student thinking. Analysis of the design and implementation cycle demonstrated that teacher designers used their professional judgment and knowledge of LTs to assess the quality and appropriateness of curricular resources as they made instructional decisions to meet the needs of diverse learners. School-based coaches used these teaching resources as a type of professional development for identifying student strengths and &quot;packaged&quot; the resources for teachers who were overwhelmed from teaching during the pandemic. We discuss the importance of applying LT research for asset-based instruction. [For the complete proceedings, see ED630210.]
Mathematics Teacher Educators&apos; Reflections on Their Own Practice of Equity and Justice with Teacher Candidates
Author: Naresh, Nirmala
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Educators,Reflection,Equal Education,Social Justice,Preservice Teachers,Preservice Teacher Education,Hispanic American Students,Minority Serving Institutions,Culturally Relevant Education

We are three mathematics teacher educators (MTEs) at a Hispanic serving institution that predominantly teach mathematics education courses for elementary and secondary teacher candidates (TCs). In this paper, we present findings from a collaborative self-study in which we used dimensions of the Rehumanizing Mathematics (RM) framework (Gutiérrez, 2018), to situate and integrate our work across mathematics content and methods courses. Our diverse cultural and academic backgrounds and lived experiences profoundly influence our professional practices, particularly our work with teacher candidates. We intentionally utilize counter storytelling as a way to describe how our respective work with TCs aligns with particular dimensions in the RM framework. Our findings indicate that our collaborative self-reflections have positively influenced our individual pedagogical practices. We have recognized through our collaborations that we have much to learn from one another to both inform and strengthen our practice as MTEs in ways that put forth a collective commitment to rehumanizing mathematics education for our students and the children they will ultimately teach. [For the complete proceedings, see ED630210.]
Iceberg of Culturally Relevant Mathematics and Science Pedagogy: A Pedagogical and Analytical Tool for Teacher Education
Author: Willey, Craig
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Culturally Relevant Education,Mathematics Instruction,Science Instruction,Urban Universities,Preservice Teachers,Preservice Teacher Education,Teaching Methods

There is a clear need for an operational framework that captures the difficulty of implementing culturally relevant pedagogy (CRP) and supports teachers to imagine new forms of pedagogy. In this report, we present the Iceberg of Culturally Relevant Mathematics and Science Pedagogy (CRMSP), a tool, grounded in the tenets of CRP, that delineates practices ranging from the most accessible and easy-to-implement, to the most subversive yet arguably the most significant in terms of their potential to re-characterize the acts of doing and being competent at mathematics and science. We provide examples of CRMSP that re-position marginalize learners in relation to mathematics and science. We discuss the levels in which this tool can serve to disrupt dominant, inequitable systems of instruction and preview ways it can support teachers' efforts to provide meaningful mathematics and science learning experiences for youth. [For the complete proceedings, see ED630210.]
Discourses of Justice: Connecting Visions and Practices to Identify Areas for Future Research and Teaching
Author: Brunner, Megan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preschool Education,Kindergarten,Elementary Secondary Education,Mathematics Education,Democracy,Futures (of Society),Empowerment,Organizational Change,Discourse Analysis,Teaching Methods,Educational Innovation,Educational Research,Equal Education,Educational Change,Social Justice

This systematic review aims to identify the Discourses (Gee, 2000) invoked regarding justice in PK-12 mathematics education literature, linking visions and practice. The three Discourses of Justice presented in this manuscript draw upon different visions of justice, where the differences arise through the proposed locus of change -- the individual (Empowerment), the institution (Transformation), and ideologies around purposes of education (Democracy). However, the Discourses also share similarities across the associated teaching practices for each. There are differences in usage of these Discourses across the literature, which present opportunities for innovations in future research and teaching toward a more just math education system. [For the complete proceedings, see ED630210.]
How Proportional Reasoning Is Presented in U.S. and Korean Mathematics Textbooks
Author: Son, Ji-Won
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematical Concepts,Mathematical Logic,Mathematics Education,Textbooks,Textbook Content,Grade 6,Grade 7,Cultural Differences

The purpose of this study is to examine how proportional reasoning is introduced and developed in two widely used U.S. and Korean mathematics textbooks for grades 6-7. Seven research-based frameworks that identify student learning opportunities for understanding of proportional reasoning were used to analyze the textbooks. The results showed that American textbooks include more problems that require explanations and make use of more effective contextual and number structure of problems than Korean textbooks. In contrast, Korean textbooks make a shift from providing highly contextualized problems to presenting abstract and purely computational problems, which aligns with the process of concreteness fading. In addition, Korean textbooks contain more unique types of topics and representations. [For the complete proceedings, see ED630210.]
How the Teacher and Students Impact the Unfolding of Mathematical Ideas across a Lesson
Author: Huffman, Amanda
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Curriculum Development,Mathematics Education,Algebra,Lesson Plans,Teacher Student Relationship,Educational Experience,High Schools,Secondary Education

By highlighting the curriculum modifications that lead to maintaining, or enhancing, the mathematical quality of an algebra lesson introducing the substitution method for solving systems of equations from an algebra textbook, we present an analysis of how a teacher and her students impact how the mathematical ideas unfold across the lesson and how they are experienced. Using a narrative-based analytical approach to write the stories of the written and enacted lessons, we found key similarities and differences in the lessons. In comparing the mathematical plots, we found evidence of how the teacher and students alter the unfolding story with the incorporation of more jamming than seen in the text and more questions developed based on the students' needs and their responses. [For the complete proceedings, see ED630210.]
Influence of Context on Teachers&apos; Assessment Practices
Author: Stack, Kamie K.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Evaluation Methods,Student Evaluation,Teacher Attitudes,Mathematics Teachers,Secondary School Teachers,Mathematics Instruction,Professional Autonomy,Decision Making,Mastery Learning,Learning Processes,Teacher Administrator Relationship,Values

The process of assessing students is a fundamental part of teaching and learning mathematics. The assessment practices a teacher chooses are shaped by their values while also being shaped by the context of the school, district, state, and country where the teaching takes place. This can result in gaps between teachers' values and practices. In this study, we use student work sample interviews with five secondary mathematics teachers to illustrate their values around assessment, the factors that influence their assessment practices, and how their agency influences their assessment decisions. We focus on the important role contextual factors can play in shaping teachers' agency and assessment choices. These findings have implications for teacher education and further research around how assessments are used. [For the complete proceedings, see ED630210.]
Development of a Mathematics Discipline-Specific Language Scale
Author: Gibbons, Alanna
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Skills,Academic Language,Elementary School Students,Measurement Techniques,Likert Scales,Course Content,Validity,Factor Analysis,Video Technology,Lesson Plans,Preservice Teachers,Teacher Education Programs,Graduate Students,Special Education,Student Evaluation,Pedagogical Content Knowledge,Symbols (Mathematics),Language Usage,Mathematical Models,Classroom Communication

Existing studies have defined and assessed disciplinary literacy, mathematical literacy, and general academic language. However, there is a need to define and assess mathematics discipline-specific language (MDL), particularly for elementary school teachers. Therefore, the purpose of this study was to develop a research instrument to assess the MDL of elementary school teachers. The final instrument developed through iterative analysis included 20 items on a 4-point Likert-like scale distributed between three distinct MDL categories: technical, symbolic, and visual. Instrument validity was confirmed using Confirmatory Factor Analysis with the set of 211 video recordings and corresponding lesson plans of mathematics lessons taught by pre-service elementary school teachers enrolled in a graduate special education program. [For the complete proceedings, see ED630210.]
Types of Mathematical Reasoning Evidenced by a Middle School Teacher in Pattern Generalization
Author: Nuñez-Gutierrez, Karina
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Mathematics Instruction,Middle School Teachers,Mathematics Teachers,Generalization,Task Analysis,Mathematical Concepts,Teacher Attitudes,Teaching Methods,Logical Thinking,Models,Thinking Skills,Persuasive Discourse,Teacher Workshops,Foreign Countries

The objective of this article is to describe types of mathematical reasoning evidenced by a middle school mathematics teacher, when answering two generalization questions in a figural pattern generalization task, related to quadratic sequences. Reasoning is delimited from teacher's arguments, reconstructed from a theoretical-methodological proposal that combines Peirce's definitions with some elements of Toulmin's argumentative model. The results show that the teacher evidenced abductive, inductive, and deductive reasoning, based on cognitive actions such as the decomposition of the figure, strategic counts, recognition of the behavior of the figural pattern, formulation, verification, and validation of conjectures. [For the complete proceedings, see ED630210.]
Promoting Productive Thinking and Physics Learning Achievement of High School Students through STEAM Education
Author: Polmart, Piyathida
Date: 2023-06-00
Type: Journal Articles
Subjects: High School Seniors,Foreign Countries,STEM Education,Art Education,Physics,Science Instruction,Thinking Skills,Productivity,Academic Achievement,Critical Thinking,Learning Strategies,Intellectual Development,Learning Processes

Through STEAM education, this action research aims to improve senior high school students' ability to think critically and learn effectively. The target group for this study consisted of 36 senior high school students from one school in Thailand. A STEAM education lesson plan, a test of productive thinking, and a test of learning achievement were used as research tools. Statistics tools including mean, standard deviation, and percentage were used to analyze the data. The study showed that throughout the first and second cycles, students had scored 51.16% and 65.15% on the productive thinking scale respectively. The learning organization improved the academic performance of the students in each cycle. It is reasonable to infer and consider the potential that STEAM education can support students' intellectual development. It is useful for scientific instruction in schools, but teachers also need to be knowledgeable about how to organize their classes.
Expectancy-Value Theory &amp; Preschool Parental Involvement in Informal STEM Learning
Author: Zucker, Tricia A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Preschool Education,Parent Participation,STEM Education,Expectation,Value Judgment,Costs,Parent Attitudes,Informal Education,Gender Differences,STEM Careers,Preschool Children,Self Efficacy,Parent Role,Occupations

Using expectancy-value theory, we explored whether parents' perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based on child gender and parent's report of having a science, technology, engineering, and math (STEM)-related career. Specifically, we examined the mediating role of parents' STEM expectancies, value, and cost as well as whether parents held a STEM-related career on the outcome of parental involvement. Our sample consists of 208 parents of 3- to 5-year-olds from mostly middle class families of diverse races/ethnicities. Descriptively, 56% of these parents reported reading everyday with their child, but just 35% reported &quot;any&quot; daily STEM activities. Controlling for sociodemographic factors, results revealed that only a parent's rating of STEM value, not expectancies or cost, was directly related to parental involvement in science and math. But maternal report of a STEM-related career was indirectly related to parental involvement in STEM through parents' higher self-efficacy for facilitating informal STEM learning. No significant relations were found for child gender. We discuss implications for supporting parents' involvement in early STEM given these findings that parents who feel empowered to do science and math engage their preschooler in informal STEM learning more often. [This paper was published in &quot;Journal of Applied Developmental Psychology.&quot;]