ethanporcaro/eric-fulltext-meta huggingface dataset:
The Federal Role in Ending Teacher Shortages
Author: Darling-Hammond, Linda
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: Teacher Shortage,Government Role,Educational Change,Teaching (Occupation),Teacher Effectiveness,Change Strategies,Federal Government,Teacher Improvement

Teacher shortages have reentered the national consciousness in a major way, as quarantines and the intense stresses created by the COVID-19 pandemic drained teaching staffs, causing some schools to close temporarily for lack of staff. According to the U.S. Department of Education, all 50 states reported shortages in more than one area for the 2022-23 school year. To handle the shortages, schools have increased class sizes, canceled course offerings, added duties to the responsibilities of existing teachers, and hired underqualified individuals to fill the positions--all of which undermine students' learning. At a time when the nation is necessarily focused on learning recovery for students impacted by the pandemic, resolving shortages should be a national education priority. The moment may be ripe for the set of transformations needed to develop a much stronger education profession in this country. The United States needs a nationwide Marshall Plan for teaching, similar to that enacted after World War II to rebuild Europe, but for rebuilding the teaching profession. A Marshall Plan for teaching should focus the powers of the federal government on supporting recruitment, preparation, support, and retention in teaching in seven key areas: (1) Increase educators' net compensation through tax credits, housing subsidies, and salary; (2) Strengthen recruitment by making teacher preparation debt-free; (3) Support improved preparation by expanding high-retention pathways into teaching; (4) Provide high-quality mentoring for all beginning teachers; (5) Increase investments that enable educators to expand and share expertise; (6) Incentivize the redesign of schools to support teaching and learning; and (7) Rethink school accountability. [This research was supported by Skyline Foundation.]
Elementary Mathematics Specialists: Preparation and Engagement in Teacher Leadership
Author: Auslander, Susan Swars
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Teacher Leadership,Kindergarten,Coaching (Performance),Preservice Teachers,Beginning Teachers,Communities of Practice,Faculty Development,Mathematics Teachers,Specialists,Mentors,Teacher Responsibility,College School Cooperation,Parent Teacher Cooperation,Urban Schools,Disadvantaged Schools,School Community Relationship,Partnerships in Education

This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need urban schools. They complete a university's K-5 Mathematics and Teacher Supporting &amp; Coaching Endorsement programs and participate in Professional Learning Communities and individual mentoring. Described here are data collected at the end of Year 1, illuminating the ways in which they are engaging in teacher leadership, especially coaching. The EMSs are a distinctive population as informal teacher leaders, with a primary responsibility of teaching students. Central to the project is the university-school-community partnership, with findings illuminating reciprocity with mutual benefits, such as high quality clinical experiences for teacher candidates, coaching for novice teachers, and engagement with families and caregivers. [For the complete proceedings, see ED630210.]
A Catalyst for Change: A Teacher&apos;s Experiences with Supplementary Curricular Materials Enriched with Interactive Simulations
Author: Atabas, Sebnem
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Supplementary Reading Materials,Instructional Materials,Enrichment,Simulation,Middle School Teachers,Mathematics Teachers,Mathematics Instruction,Instructional Effectiveness,Learning Motivation

This study aims to understand a middle school mathematics teacher's instruction and reflections on her experiences with supplementary curricular materials enriched with interactive simulations--PhET interactive simulations (sims) and sim-based materials--over two years. We conceptualize Linda's (pseudonym) teaching in terms of both thinking and doing. Regarding Linda as doer, results show significant differences in Linda's instruction, favoring sim lessons compared to non-sim lessons. Regarding Linda as thinker, results show increased attention to problems of practice related to teaching, as well as more productive framing of problems of practice. When these two findings are taken together, shifts in what Linda did and thought illustrate the potential for high-quality supplementary materials to function as a catalyst for change as we map the flow of shifts in what Linda thought and did across two years. [For the complete proceedings, see ED630210.]
Conceptualizing Mathematics Teacher Educator Knowledge: Comparing and Contrasting Existing Frameworks
Author: Welder, Rachael M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Teacher Educators,Teacher Education Programs,Mathematics Teachers,Mathematics Instruction,Kindergarten,Elementary School Students,Middle School Students,Educational Theories,Pedagogical Content Knowledge,Preservice Teachers,Guidelines,Teacher Student Relationship

Over the past two decades, the landscape of research on mathematics teacher educators (MTE) has grown considerably. One particular area of interest has focused on the knowledge needed by MTEs for their work with preservice K-8 teachers (PTs). In an effort to understand this varied landscape, we conducted an extensive review of research on frameworks of MTE knowledge. This report explores the theoretical underpinnings of MTE knowledge and highlights similarities and differences among theoretical frameworks. By mapping the terrain of research on MTEs' knowledge, our goal is to identify aspects of MTE knowledge to inform the types of research that may be needed for its further development. [For the complete proceedings, see ED630210.]
What Do the Emerging Themes in High School Teachers&apos; Journals Tell Us about Their Thinking?
Author: Güçler, Beste
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: High School Teachers,Diaries,Journal Writing,Cognitive Processes,Faculty Development,Mathematics Instruction,Discourse Analysis,Teacher Role,Mathematics Teachers

We examine in-service high school teachers' journals to explore the emerging themes in a mathematics content course for their professional development. We use a sociocultural perspective and characterize journals as signifying teachers' communication and written discourses about their thinking and experiences in the course. We use applied thematic analysis to analyze the emerging themes. Our results demonstrate the complexity of teacher thinking and suggest that teachers do not necessarily separate their thinking about themselves or mathematics from their thinking about their students; similarly, they can take different roles as teachers and learners in a given context. Our results indicate exercising caution about potentially operating with an oversimplified picture of teacher thinking via compartmentalized pieces, especially if such frameworks are used to measure teacher thinking, knowledge, and development. [For the complete proceedings, see ED630210.]
Preservice Teachers&apos; Mathematical Knowledge for Teaching: Focus on Lesson Planning and Reflection
Author: Sapkota, Bima
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Education Programs,Pedagogical Content Knowledge,Mathematics Instruction,Lesson Plans,Thinking Skills,Knowledge Base for Teaching,Teacher Educators,Educational Practices,Student Attitudes,Teaching Methods,Case Studies

Mathematics teacher educators have suggested that preservice mathematics teachers' (PMTs') practices provide evidence of their Mathematical Knowledge for Teaching (MKT). In an effort to explore connections between MKT and PMTs' practices, we developed a framework that operationalizes Ball et al.'s (2008) six MKT domains in terms of approximations of practice. We then used our framework to investigate which domains were evidenced in eleven PMTs' lesson plans and how PMTs described MKT in their lesson plan reflections. We found Knowledge of Content and Teaching most evidenced and Horizon Content Knowledge least evidenced. Also, PMTs made few instances of Knowledge of Content and Students as they struggled to address students' mathematical thinking in their plans. We propose alternative forms of approximations of practice to optimize PMTs' opportunities to demonstrate and conceptualize MKT. [For the complete proceedings, see ED630210.]
Professional Identity Development of Mathematics Teaching Assistants
Author: Olarte, T. Royce
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Identity,Mathematics Instruction,Teaching Assistants,Undergraduate Students,Sociocultural Patterns,College Faculty,Interpersonal Relationship,Teacher Student Relationship,Student Attitudes,Doctoral Students,Minority Serving Institutions,Mathematics Teachers

This study examined how the social interactions that mathematics teaching assistants (TAs) have within their institution influenced their professional identity development as early-career undergraduate instructors. We drew on a sociocultural perspective of professional identity development in higher education to examine TAs' interactions with students, faculty, and other TAs. We qualitatively analyzed five mathematics TAs' responses to semi-structured interviews and found that some dimensions of their identities were more frequently situated within specific relationships, while others were evident in multiple relationships. Overall, the social interactions were sites for professional identity development. Identity is a complex construct, and a better understanding of how professional identity is developed can inform higher education institutions on ways to support positive identity development of future mathematics instructors. [For the complete proceedings, see ED630210.]
What&apos;s in a Name? Seeking Geometry in Geometric Sequences
Author: Kercher, Andrew
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Instruction,Geometric Concepts,Preservice Teachers,Teacher Attitudes,Student Attitudes,Teacher Student Relationship,Dialogs (Language),Concept Formation,Teaching Methods,Faculty Development,Pedagogical Content Knowledge,Models,Teacher Education Programs

Mathematical terminology is sometimes created according to conventions that are not obvious to students who will use the term. When this is the case, investigating the choice of a name can reveal interesting and unforeseen connections among mathematical topics. In this study, we tasked prospective and practicing teachers to consider: What is geometric about geometric sequences? Participants embedded their explanations within a scripted dialogue between teacher- and student-characters in a mathematics classroom, provided commentary on this dialogue, and expanded on its mathematical content. Participants most often leverage the concept of a geometric mean to explain why geometric sequences are named as such. To capture this informal arguments, we built on the work of Toulmin (1958/2003) to conceptualize and develop the Toulmin-Reversed (Toulmin-R) model. [For the complete proceedings, see ED630210.]
Tensions about Equity: Instructors&apos; Nepantla Attending to Identity and Power in Mathematics
Author: Stringer, Brinley Poulsen
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mathematics Instruction,Case Studies,Equal Education,Two Year Colleges,Professional Identity,Access to Education,Mathematics Achievement,Mathematics Teachers,Hispanic American Students,Minority Serving Institutions,Self Concept,College Faculty,Power Structure,Vietnamese,Teacher Characteristics

In this paper, we discuss the case studies of two professional development (PD) participants: Nhung Tran and Stella Miller. This data comes from an NSF-funded grant studying inquiry and equity within mathematics instruction at a two-year college. We analyze participant conceptualizations of equity using Gutiérrez' (2009) equity framework. By considering the dominant axis (Access and Achievement) and the critical axis (Identity and Power), we identify places of dissonance, or Nepantla, that emerge for each participant. We discuss how these tensions give us valuable information as we consider future iterations of PD on the MPIE project. [For the complete proceedings, see ED630210.]
Self-Regulated Learning Skills of Pre-Service English Language Teachers
Author: Günes, Hilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Gender Differences,Preservice Teachers,Measures (Individuals),Foreign Countries,Undergraduate Students,Comparative Analysis,Teaching Methods,Educational Benefits

This study aimed to investigate the self-regulated learning skills of pre-service English language teachers in terms of gender and grade level. The sample of the study consisted of 223 pre-service English language teachers who study at a state university in Turkey. For data collection, the 'Self-regulating Learning Skills Scale (SRLSS)' was used. Data were analyzed quantitatively via SPSS by using descriptive statistics, independent samples t- test, and one-way between-groups ANOVA. Descriptive statistics indicated that pre- service English language teachers have a high level of self-regulated learning skills. In addition, the participants' self-regulated learning skills differed based on gender, in favor of females. Moreover, a statistically significant difference was found only between second and third graders. The results were discussed regarding previous research and some pedagogical implications and suggestions were made. This research yields an important opportunity for further understanding of pre-service EFL teachers' SRL skills. This study aspires to be beneficial for English language teachers, teacher educators, and curriculum developers. [This study was presented orally at Educongress 2022.]
The International Space Station (ISS) Contest as STEM Educational Project
Author: Bonacci, Enzo
Date: 2023-09-00
Type: Journal Articles
Subjects: Astronomy,STEM Education,Science Projects,Competition,Science Experiments,Secondary School Students,Space Sciences,Foreign Countries,Constructivism (Learning),Scientific Research,Student Research,Problem Based Learning,Outcomes of Education

In the years 2015-2018, the Italian Ministry of Education, University and Research and the Italian Ministry of Defense proposed the joint initiative &quot;Space for Your Future. The ISS: Innovatio, Scientia, Sapientia&quot; in partnership with the Italian Space Agency. It was a competition addressed to secondary school students and aimed at developing innovative experiments to be conducted on the International Space Station, whose acronym (ISS) is the same of the Latin words &quot;Innovatio, Scientia, Sapientia&quot;. Regardless of the odds of winning, &quot;Space for Your Future&quot; became a successful STEM educational project implemented in numerous schools. We illustrate how that Astronomy contest fostered a valid constructivist learning, a fruitful participatory science, and vast scientific research. We discuss, in particular, the activities of two teams of pupils from the Scientific High School &quot;Giovanni Battista Grassi&quot; in Latina (seat of the Planetarium &quot;Livio Gratton&quot;) who participated within the thematic area No. 3 &quot;Test the Sciences in Space&quot;. They all worked on chemical tests, suitable for the ISS microgravity, under the tutoring of Francesco Giuliano (Province Manager of the IYA 2009 and the IYC 2011 in Latina). The key reference is a talk given in the 104th annual congress of the Italian Physical Society at the University of Calabria (September 17-21, 2018) together with an invited lecture held in the 13th European Researchers' Night by Frascati Scienza (September 28, 2018).
The Impacts of Task-Based Activities on Learners&apos; Grammatical Acquisition and Motivation at Dong Nai Technology University
Author: Ha, Thi Yen Nhi
Date: 2023-06-00
Type: Journal Articles
Subjects: Task Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Grammar,Learning Motivation,Language Tests,Pretests Posttests,Instructional Effectiveness,Vietnamese People,Foreign Countries,Anxiety,Speech Communication,Cooperative Learning,Communication (Thought Transfer),Measures (Individuals),Likert Scales,College Students,Diaries,Student Attitudes,Scores

The study aims to measure the effect of Task-based language teaching on grammatical achievement and the motivation of EFL learners at Dong Nai Technology University. The research will conduct a quick grammar test to administer 48 students at the school to achieve this goal. After sitting the test, the learners will undergo a 6-week course applying task-based language teaching. Before the treatment, one certified instructor-made grammar test about the learning units will be encompassed as the pre-test. Furthermore, a motivation questionnaire will be carried out in this group at the research's beginning and end. Afterward, the learners will learn through the treatment, which is learning through the implementation of Task-based language teaching. After six weeks of treatment, the group will take the same teacher-made grammar test as the post-test. After that, the writer will analyze the data through paired sample t-test. The results demonstrated a significant difference between the pre-test and post-test in the student's performance on grammar acquisition and the enhancement in learners' motivation. Based on the findings of this research, it is believed that task-based language teaching can be used in English classes to enhance learners' grammar achievements and motivation among Vietnamese university learners.
Expanding Demand for Master&apos;s Degree Programs in Interdisciplinary Studies in Education in Mongolia
Author: Namjildorj, Oyuntsetseg
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Educational Demand,Interdisciplinary Approach,Educational Needs,Schools of Education,Preservice Teacher Education,Preservice Teachers,Preferences,Secondary School Teachers,College Faculty,Principals,Psychologists,Caseworkers,Social Work,College Choice,Student Interests

The fourth revolution of industrialization has enormously influenced the education sector and needs to be dynamic and sensible in light of the changeable requirements of employers. Specifically, higher education institutions (HEIs) must focus on the global labor market to offer an innovative curriculum and attract prospective students. One of the current trends in the higher education sector is to design interdisciplinary degree programs. The interdisciplinary master's degree program is relatively new in Mongolian tertiary education. Therefore, we aimed to identify the need for a master's degree program in interdisciplinary studies in education from the perspective of prospective students and also determine the areas of studies that have been preferred in the field of education. In this study, two online surveys and a focused-group interview were conducted. Three hundred ten educators were involved in the online surveys and focused-group interviews. The research questions were created on Google form, data was collected electronically, and focused group interviews were conducted simultaneously. The findings indicated that 52% of the prospective students preferred a master's degree program in interdisciplinary studies in education, and a diverse combination of areas has been demanded, in particular, education and modern teaching methodology (26.4%); teaching and linguistics (25.5%); education and international studies (23%) and, teaching and psychology (19.4%). The other important finding was that interdisciplinary studies would be able to provide the necessary knowledge and skills that make graduates competitive in the labor market.
Transition to Academic Probation: A Phenomenological Inquiry
Author: Espinosa, Deveyvon
Date: 2023-06-00
Type: Journal Articles
Subjects: Academic Probation,Higher Education,Student Experience,Coping,Foreign Countries,Emotional Response,Student Attitudes,College Students

Academic probation implementation in higher education institutions aims to ensure that students are meeting academic standards and making satisfactory progress toward their degree or program requirements. It serves as a warning to students not meeting these standards that their academic performance needs improvement. Hence, the purpose of this study was to unveil the lived experiences of board program students who have undergone probation period. The study is qualitative research utilizing the phenomenological approach. This research used purposive sampling. The participating ten board program students were identified and divided equally for in-depth interviews and focus group discussion. The data gathered were analyzed through the use of coding and thematic analysis. Results revealed from responses regarding their experiences: (1) the feeling of self-doubt, (2) gained focus due to limited units, (3) fear of judgment, (4) being challenged to strive more, and (5) kept on blaming the self. In response to the challenges they have encountered, they emphasized the following coping mechanisms as essential: (6) gaining motivation from significant others, (7) managing time properly, (8) becoming optimistic, and (9) having an attitude of acceptance. Also, upon reflecting on their overall experiences, they highlighted the following insights: (10) never giving up, taking full responsibility amidst results, (11) challenging policy with a purpose, (12) making self-realizations, and (13) avoiding taking advantage. The results implied that there are certain interventions to be made within the institution to extend assistance to the students' situations, such as tutorial sessions, and enhance the guidelines of the academic probation policy to strengthen collaboration with its stakeholders. This study is therefore deemed significant as this highly contributes to the body of knowledge related to academic probation policy implementation by higher education institutions.
Undergraduate Latin* Queer Students&apos; Intersectionality of Mathematics Experiences: A Borderlands Perspective
Author: Leyva, Luis A.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Social Bias,LGBTQ People,Minority Group Students,Undergraduate Students,Mathematics Education,Hispanic American Students,Majors (Students),Peer Relationship,Barriers,Ideology,Student Experience

The cisheteropatriarchal climate of STEM education shapes oppressive experiences for queer and trans* (QT) students majoring in the sciences. Intersectionality of STEM experiences for QT students of color is missing in the literature. Thus, it has been unexplored how undergraduate STEM as a racialized space shapes variation in experiences among QT students. Such intersectional analyses are especially necessary in mathematics -- a discipline socially constructed as 'neutral' despite being a gatekeeper to STEM degrees for historically marginalized groups. To address this area of needed research, this paper presents findings from an analysis of undergraduate Latin* QT students' intersectionality of mathematics experiences as STEM majors with a focus on peer relationships. I conclude with implications for research and practice to disrupt mathematics education as white, cisheteropatriarchal space. [For the complete proceedings, see ED630210.]