ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward Justice: Education of Empowerment in the Multicultural World
Author: Kim, Namsook
Date: 2015-04-00
Type: Reports - Research
Subjects: Transformative Learning,Student Empowerment,English Language Learners,Adolescents,Justice,Multicultural Education,Ethnography,Case Studies,Semiotics,Observation,Mediation Theory,Semi Structured Interviews

This ethnographic case study explores the nature of situated transformative pedagogy that empowers linguistically and culturally diverse adolescent English language learners. Grounded in theoretical perspectives of critical multicultural education and sociosemiotics, this study, through developmental, spiral analyses of data collected from classroom observations, interviews, and records reviews, presents tri-dimensions of Transformative Mediated Instruction (TMI): (a) microgenetic journey in the transformative zones of empowerment: Zone of Origin, Zone of Intensive Learning, and Zone of Beyond Learning, (b) Signature Pedagogical Rituals of the transformative zones: golden principles of learning, mini conferencing, Initiation-Conference-Work, and digital video task-based learning, and (c) dialoging diverse cultural worlds in the transformative zones through multicultural story producing, genuine-question flood, and home heritage renaissance.
Transformative Mini Conferencing: Transformative New Teaching toward English Language Learners&apos; Language and Identity Development
Author: Kim, Namsook
Date: 2011-04-00
Type: Speeches/Meeting Papers
Subjects: Transformative Learning,Teaching Methods,Case Studies,Interaction,English (Second Language),Second Language Instruction,Urban Schools,High School Students,Secondary School Teachers,Student Diversity,English Language Learners,Identification (Psychology),Observation,Interviews,Documentation,Comparative Analysis,Qualitative Research,Educational Technology,Technology Uses in Education,Questionnaires,Tests,Writing Instruction,Writing Skills,Cooperative Learning,Teacher Student Relationship

The present case study examines classroom interaction in an English as a second language (ESL) class in an urban high school. The study intends to explore the in-depth nature of teacher's effective teaching practices during the instructional time with focus on their influence on linguistically and culturally diverse English language learners' language and identity development. Data from multiple sources of class observations, interviews with the teacher and students, and documents were constantly compared and progressively analyzed. The developmental qualitative analyses found that Transformative Mini Conferencing (TMC), in its multiple realizations in mini writing-in-progress conferences, mini lessons, and mini filming-in-progress conferences, has a significant impact on the development of adolescent learners' powerful literacies. Implications toward Transformative New Pedagogy in the new times of diversity and technology are also discussed.
Planning with Curriculum Materials: An Analysis of Teachers&apos; Attending, Interpreting, and Responding
Author: Males, Lorraine M.
Date: 2016-11-00
Type: Reports - Research
Subjects: Planning,Instructional Materials,Mathematics Curriculum,Mathematics Instruction,Mathematics Teachers,Semi Structured Interviews,Protocol Analysis,Teacher Attitudes,Urban Schools,High Schools,Secondary School Teachers,Lesson Plans

Curriculum materials are integral to the teaching and learning of mathematics and have been described as having the most influence on what teachers actually plan for and enact in their classrooms. In this paper we describe how two teachers with varying years of experience, but similar experiences with curriculum materials, use curriculum materials in planning. Through a semi-structured think-aloud interview, we describe what teachers attended to, how they interpreted what they attended to, and how they decided to respond to the curriculum materials when planning a hypothetical lesson on slope. [For the complete proceedings, see ED583608.]
Sense-Making Practices of Expert and Novice Readers
Author: Weinberg, Aaron
Date: 2016-11-00
Type: Reports - Research
Subjects: College Students,College Mathematics,Calculus,Textbooks,Reading Comprehension,Expertise,Novices,Reading Strategies,Knowledge Level,Prior Learning,Interviews,Comparative Analysis

Mathematics textbooks are a significant pedagogical tool, particularly in light of the growing interest in &quot;flipped&quot; classrooms. However, there has been little research on how mathematics students read and comprehend textbooks. This article uses the ideas of the implied reader, sense-making frames, and sense-making gaps to analyze students' reading of a section of a calculus textbook. In order to distinguish potential weaknesses in students' content knowledge from their reading abilities, the article also compares students' reading strategies to the reading strategies of &quot;expert&quot; readers: professors in technical fields other than mathematics. [For the complete proceedings, see ED583608.]
The Definitions of Spatial Quantities in Elementary Curriculum Materials
Author: Gilbertson, Nicholas J.
Date: 2016-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Elementary School Mathematics,Mathematics Curriculum,Mathematical Concepts,Spatial Ability,Concept Formation,Teaching Methods,Measurement,Textbooks,Definitions

Research indicates that U.S. students have misunderstandings in measurement, and one reason is the highly procedural focus of elementary curricula. Because the definitions of quantities are basic conceptual content, we examined definitional-type expressions (related to formal mathematical definitions) for spatial quantities (length, area and volume) within and across elementary curricula with special attention to the inclusion of units, quantification, and exhausting space. We found inconsistencies in the ways these conceptual aspects were presented. In some cases, the inclusion of particular conceptual content depended on the type of quantity, (e.g. &quot;exhausting space&quot; was strongly emphasized in area measure, but less so in length and volume). [For the complete proceedings, see ED583608.]
Young Children Understanding Congruence of Triangles within a Dynamic Multi-Touch Geometry Environment
Author: Otálora, Yenny
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Grade 2,Elementary School Students,Mathematical Concepts,Concept Formation,Mathematics Instruction,Elementary School Mathematics,Problem Solving,Educational Technology,Technology Uses in Education,Computer Software,Case Studies,Geometric Concepts,Geometry,Spatial Ability,Semi Structured Interviews,Handheld Devices,Telecommunications

This study examined how small groups of second-grade children developed understandings of the concept of congruence while collaboratively exploring and solving problems with dynamic representations of triangles using Sketchpad on the iPad. One case study is presented to illustrate how young learners can infer geometrical relationships between congruent triangles and coconstruct mathematical strategies to create congruent triangles using these technologies. [This study was supported by the FULBRIGHT-COLCIENCIAS 2012 Grant. For the complete proceedings, see ED583608.]
High School Students&apos; Forming 3D Objects Using Technological and Non-Technological Tools
Author: Okumus, Samet
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Secondary School Mathematics,Spatial Ability,Geometric Concepts,Educational Technology,Technology Uses in Education,Manipulative Materials,Teaching Methods,Conventional Instruction,Semi Structured Interviews,Mathematics Instruction

We analyzed the ways in which two high school students formed 3D objects from the rotation of 2D figures. The students participated in a task-based interview using paper-and-pencil, manipulatives, and Cabri 3D. The results indicated that they had difficulty using paper-and-pencil to rotate 2D figures to form 3D objects. Their difficulty stemmed from thinking of the rotation in a 2D context. Although the use of manipulatives helped them reason about 3D problems, they still had difficulty representing 3D objects correctly. However, the students were able to relate the rotations applied to the 2D figure to the resultant 3D object using Cabri 3D. [For the complete proceedings, see ED583608.]
From Problem Solving to Learning Theories: Unpacking a Three-Stage Progression of Unit Area Iteration
Author: Zhang, Pingping
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Problem Solving,Geometric Concepts,Mathematics Instruction,Concept Formation,Grade 6,Interviews,Cognitive Processes,Metacognition

Based on the findings of a larger study on middle school students' problem solving behaviors, we identified three sub-components for understanding the iteration of unit area in this paper: the mechanism of iteration, an identical unit, and the specificity of the identical unit. A three-stage progression on the acquisition of these components is elaborated through the analysis of the students' work. [For the complete proceedings, see ED583608.]
Implementations of CCSSM-Aligned Lessons
Author: Choppin, Jeffrey
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Curriculum Evaluation,Mathematics Curriculum,Secondary School Mathematics,Common Core State Standards,Alignment (Education),Middle School Students,Lesson Plans,Mathematics Instruction,Mathematics Teachers,Video Technology,Observation,Instructional Materials

We analyzed 52 middle school mathematics lessons from multiple states and curriculum contexts to understand how teachers were enacting the CCSSM. The teachers stated that all of the lessons were CCSSM-aligned. We categorized curriculum materials according to two approaches, with one approach associated with curriculum programs funded by NSF and the other representing curriculum programs commercially produced, typically from a large publisher. We analyzed the nature of mathematical activity and level of interactions in the lessons. We found significant differences across curriculum approaches in the mathematical activity categories related to cognitive demand and in the level of interaction. The implications are that curriculum programs strongly mediated the enactment of the CCSSM. [For the complete proceedings, see ED583608.]
Woo! Aesthetic Variations of the &quot;Same&quot; Lesson
Author: Dietiker, Leslie
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teacher Role,Mathematics Teachers,Teaching Methods,Student Reaction,Student Attitudes,Algebra,Experienced Teachers,Observation,Video Technology,Textbooks,Mathematical Concepts,Concept Formation,Story Telling,Aesthetics

Efforts to enhance the aesthetic impact of mathematics lessons must account for the role of teachers in shaping the unfolding mathematical content of their enacted lessons. In this paper, we draw from Dietiker (2015) to describe differences in the mathematical stories of the enacted lessons of two veteran teachers teaching the same lesson. We identify connections between these differences and the variations in student experiences as illustrated by visible student reactions. [For the complete proceedings, see ED583608.]
Considering Cognitive Factors in Interest Research: Context Personalization and Illustrations in Math Curricula
Author: Walkington, Candace
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Student Interests,Mathematics Curriculum,Individualized Instruction,Visual Stimuli,Middle School Students,Secondary School Mathematics,Intervention,Problem Solving,Mathematical Concepts,Grade 6,Blended Learning,Educational Technology,Technology Uses in Education,Regression (Statistics),Pretests Posttests

This paper examines two factors that have been shown in previous literature to enhance students' interest in learning mathematics--personalization of problems to students' interest areas, and the addition of visual representations such as decorative illustrations. In two studies taking place within an online curriculum for middle school mathematics, students receive problem types that vary with respect to these factors. Results show that while these interest-enhancing interventions may benefit students in the short-term as they solve modified problems, there is little evidence they allow students to understand key mathematics concepts more deeply. [For the complete proceedings, see ED583608. For corresponding grantee submission, see ED574470.]
Autonomous Schools and Strategic Pupil Exclusion. CEP Discussion Paper No. 1527
Author: Machin, Stephen
Date: 2018-01-00
Type: Reports - Research
Subjects: Foreign Countries,Achievement Gains,Academic Achievement,Charter Schools,Secondary Schools,Secondary School Students,Expulsion,Suspension,Low Achievement,School Effectiveness,Institutional Autonomy,Statistical Analysis

This paper studies whether pupil performance gains achieved by autonomous schools--specifically academy schools in England--can be attributed to the strategic exclusion of poorly performing pupils. In England there have been two phases of academy school introduction, the first in the 2000s being a school improvement programme for schools serving disadvantaged pupil populations, the second a mass academisation programme in the 2010s which by contrast enabled better performing schools to become academies. Overall, on average across both programmes, exclusion rates are higher in academy schools. When the two programmes are considered separately, the earlier programme featured a much higher increase in the incidence of permanent exclusion. However, a number of simulated counterfactual experiments based on the statistical estimates show that rather than being used as a strategic means of manipulation to boost measured school performance, the higher rate of exclusion is instead a feature of the rigorously enforced discipline procedures that the pre-2010 academies adopted. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
Visualización Y Análisis De Representaciones Geométricas = Visualization and Analysis of Geometric Representations
Author: Briseño-Miranda, César
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Visualization,Geometric Concepts,Qualitative Research,Educational Technology,Technology Uses in Education,Conventional Instruction,Grade 11,Secondary School Mathematics,Teaching Methods,Comparative Analysis,High School Students,Foreign Countries,Problem Solving

In this paper we report the results obtained when implementing Activities related to the visualization of geometric representations in paper-and-pencil and technological environments with students1 grade 11. This is a qualitative research supported by both the representation theory and the visualization of mathematical objects using technological aid. We discuss how the use of technology promotes learning mathematical concepts through the analysis of static and dynamic geometric figures. Our results show that the technological tool contributes to the visualization of geometric representations arisen from working with Activities; however, paper-and-pencil as a working tool becomes necessary to give rise to conjectures about the meaning of abstract concepts linked to these representations. [This paper is presented in both English and Spanish. For the complete proceedings, see ED583608.]
Developing an Understanding of Children&apos;s Justifications for the Circle Area Formula
Author: O'Dell, Jenna R.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 8,Measurement,Knowledge Level,Middle School Students,Interviews,Geometric Concepts,Spatial Ability,Geometry,Mathematics Instruction,Secondary School Mathematics,Longitudinal Studies,Video Technology,Semi Structured Interviews,Mathematical Logic

In this study we investigated eighth grade students' informal justification for the circle area formula to expand accounts of the measurement knowledge for middle-school age students. Data were collected during three paired interviews of a three-year teaching experiment. Here we describe schemes students exhibited as they operated on measurement tasks at a level we have described as &quot;conceptual area measurer&quot;; the tasks prompted the use of square units to quantify a figure that is not rectilinear. We found students could follow and rehearse a rationale for the validity of the circle area formula with substantive opportunities for movement and figural operations with units, or with decompositions from unit images that coordinated circle and rectangle images. [For the complete proceedings, see ED583608.]
Higher Education Funding Reforms: A Comprehensive Analysis of Educational and Labour Market Outcomes in England. CEP Discussion Paper No. 1529
Author: Azmat, Ghazala
Date: 2018-02-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Educational Finance,Finance Reform,Outcomes of Education,Undergraduate Study,Public Colleges,Public Schools,Longitudinal Studies,Enrollment,Relocation,College Choice,Course Selection (Students),Academic Achievement,Education Work Relationship,Labor Market

This paper investigates the impact of changes in the funding of higher education in England on students' choices and outcomes. Over the last two decades--through three major reforms in 1998, 2006 and 2012--undergraduate university education in public universities moved from being free to students and state funded to charging substantial tuition fees to all students. This was done in conjunction with the government offering generous means-tested maintenance grants and loans. Using detailed longitudinal micro-data that follows all students attending state schools in England (more than 90 percent of all school-aged children) from lower education to higher education, we document the socio-economic distributional effects of the 2006 and 2012 policy reforms on a comprehensive set of outcomes, including enrolment, relocation decisions, selection of institution, program of study, and performance within university. For a subset of students, we track them after completing higher education, allowing us to study the labour market effects of the policy reforms. Despite the substantial higher education funding reforms, we do not find large aggregate effect on student enrolment or on other margins. Moreover, the small negative impacts found on enrolment were largely borne on those in higher parts of the wealth distribution--reducing the enrolment gap across socioeconomic groups. [This paper was produced as part of the Centre's Education and Skills Programme.]
Oil Discoveries and Education Spending in the Postbellum South. CEP Discussion Paper No. 1526
Author: Maurer, Stephan E.
Date: 2018-01-00
Type: Reports - Research
Subjects: Fuels,Educational Finance,Educational History,School Construction,Teacher Student Ratio,African American Students,Whites,Teachers,Teacher Effectiveness,Enrollment,Educational Quality,African American Education,Income

This paper studies the effect of oil wealth on the provision of education in the early 20th century United States. Using information on the location and discovery of major oil fields, I find that oil wealth increased local revenue and education spending. The quality of white teachers increased, and oil-rich counties were more likely to participate in the Rosenwald school building program for blacks. In addition, student-teacher ratios for black school children declined substantially. However, I do not find increased school enrollment rates for either race. [This paper was produced as part of the Centre's Labour Markets Programme.]
A Conceptual Framework for Examining Mathematics Teachers&apos; Pedagogical Content Knowledge in the Context of Supporting Mathematical Thinking
Author: Tasdan, Berna Tataroglu
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Mathematical Logic,Mathematics Instruction,Models,Instructional Design,Mathematics Skills,Student Evaluation,Knowledge Level,Prior Learning,Transfer of Training,Misconceptions,Individual Differences

This study has been aimed to propose a conceptual framework that helps researchers examine mathematics teachers' PCK in the context of supporting students' mathematical thinking. &quot;Advancing Children's Thinking Framework&quot; which is a pedagogical model developed by Fraivillig, Murphy and Fuson (1999) that supports the development of students' conceptual understanding of mathematics has been adopted as the theoretical foundation. Pedagogical content knowledge (knowledge of students' thinking and knowledge of instructional strategies and representations) has been examined in the context of supporting mathematical thinking and has been interconnected to &quot;Advancing Children's Thinking Framework.&quot; Then, a new framework has been obtained. Instructional examples included within the framework suggested as a result of the interconnection have become the indicators regarding PCK of mathematics teachers in the context of supporting mathematical thinking. Some examples from a performed research where this framework has been used as an analytical framework have been presented. As a conclusion, it can be said that the suggested framework may be a useful tool for the researchers and teacher educators who are dealing with teachers' knowledge focusing on students' mathematical thinking and a guide for the teachers.
Fall Enrollment Report. 2015
Author: Iowa Department of Education, Division of Community Colleges
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Enrollment,Community Colleges,Enrollment Trends,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Age Differences,Intellectual Disciplines,Dual Enrollment,Full Time Students,Part Time Students,Course Selection (Students),Online Courses

This report summarizes and analyzes fall enrollment in Iowa's community colleges. Each year, Iowa's 15 community colleges submit data on enrollment on the 10th business day of the fall semester. Some highlights from this report include: (1) Fall 2015 enrollment was 93,074 students--a decline of 0.74 percent from last fall; (2) Compared to last fall, registered semester hours fell 1.1 percent, from 832,234 to 823,306; (3) The typical student is a white (83 percent) female (54 percent) from Iowa (91 percent) whose average age is 21.6 years, and enrolled part-time (60 percent) in a transfer-oriented college parallel program (68 percent); (4) A total of 28,166 students enrolled in at least one online course, accounting for 30 percent of total enrollment; (5) Health science remained the largest career and technical education (CTE) career cluster; manufacturing was second; business management and administration was third; (6) Joint enrollment increased 5.3 percent, from 31,446 high school students last fall to 33,145 this fall; and (7) Next fall, between 87,991 and 98,629 students are predicted to enroll in Iowa's community colleges. [For the report from the previous year, &quot;Fall Enrollment Report. 2014,&quot; see ED555975.]