ethanporcaro/eric-fulltext-meta huggingface dataset:
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Washington
Author: US Department of Health and Human Services
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This report details the story of the Race to the Top - Early Learning Challenge (RTT-ELC) Grant in Washington for the period of 2012-2016. It provides detailed reflections on the state's accomplishments over the grant period, shares the enhanced vision for the RTT-ELC in Washington, and provides specific details about what has changed in the state and in early learning programs as a result of RTT-ELC. The report also provides lessons learned in implementing a comprehensive reform and reporting agenda and shares specific planned next steps for this work as the state moves ahead. Washington has five approved projects to accomplish this work within the Race to the Top-Early Learning Challenge (RTT-ELC) Grant, and made considerable progress across each of these areas: (1) Project 1: Grants Management; (2) Project 2: TQRIS Expansion; (3) Project 3: TQRIS Infrastructure; (4) Project 4: WaKIDS Kindergarten Entry Assessment (KEA); and (5) Project 5: Professional Development Incentives. RTT-ELC was instrumental in allowing Washington to build the capacity to support a high-quality early learning system at scale. In addition to ramping up services, it enabled much needed evaluation, assessment, and adjustments to the system that has led to a more mature and thoughtful system. The grant allowed Washington to take risks, learn lessons, and make revisions that would have been challenging without a federal funding source. In 2015, the Washington Legislature passed the Early Start Act (ESA) which enabled Washington to build upon the work of RTT-ELC and sustain and improve the high-quality system that was built with RTT-ELC funds. Importantly, it also made participation in Early Achievers, Washington's Tiered Quality Rating and Improvement System (TQRIS) system, mandatory for all providers that accept state subsidy payments, as well as for providers offering the Early Childhood Education and Assistance Program (ECEAP), Washington's comprehensive pre-kindergarten (pre-k) program. These providers must attain levels of high-quality within a specific timeline.
Demonstrating the Usefulness of the Participatory-Anticipatory Distinction
Author: Placa, Nicora
Date: 2012-11-00
Type: Reports - Research
Subjects: Mathematical Concepts,Mathematics Instruction,Fractions,Grade 4,Elementary School Mathematics,Elementary School Students,Action Research,Participatory Research

This paper demonstrates the explanatory power of the participatory-anticipatory distinction postulated by Tzur and Simon (2004). Using data from our current project, we show how this lens allows us to make sense of seeming inconsistencies in a student's development of a mathematical conception. More broadly, the distinction allows us to observe, analyze and conceptualize stages of learning a particular concept and, in turn, generate more thorough accounts of student learning. Furthermore, we draw attention to its usefulness in informing the design of subsequent tasks. [For the complete proceedings, see ED584829.]
Fraction Operation Algorithmic Thinking: Leveraging Students&apos; Use of Equivalence as a Tool
Author: Johanning, Debra I.
Date: 2012-11-00
Type: Reports - Research
Subjects: Fractions,Mathematics Instruction,Mathematics,Thinking Skills,Qualitative Research,Numbers,Teaching Methods,Grade 6,Mathematics Activities,Addition,Subtraction,Multiplication,Arithmetic,Middle School Teachers,Middle School Students,Mathematics Teachers

The data used for the qualitative analysis reported here were generated as part of a larger study to understand and characterize teacher practice related to engaging students in algorithmic thinking associated with the fraction operations of addition, subtraction, multiplication and division. This paper presents ways in which teachers used students' emergent ideas to leverage the use of equivalence as a tool, rather than a procedure, to support students as they work to develop algorithms for operating with fractions. [For the complete proceedings, see ED584829.]
Articulating a Learning Sciences Foundation for Learning Trajectories in the CCSS-M
Author: Confrey, Jere
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Common Core State Standards,Arithmetic,Multiplication,Elementary School Mathematics,Fractions,Mathematical Models,Mathematical Concepts,Numbers,Mathematics Education,Web Sites,Misconceptions

The paper describes the history of how learning trajectories (LTs) were associated with the Common Core State Standards for Mathematics (CCSS-M) and discusses the degree to which the two correspond faithfully. It reports on a website, www.turnonccmath.com, which organizes the K-8 standards into 18 LTs describing the development of big ideas over time, informed by empirical studies of learners. The paper illustrates how descriptors for each LT identify: (1) conceptual principles, (2) strategies representations, and misconceptions, (3) meaningful distinctions and multiple models, (4) coherent structure, and (5) bridging standards. The design principles for the website are illustrated describing how the CCSS-M are related to a learning trajectory on division and multiplication. [For the complete proceedings, see ED584829.]
Race to the Top - Early Learning Challenge: 2016 Annual Performance Report. Georgia
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Georgia's accomplishments, lessons learned, challenges, and strategies Georgia will implement to address those challenges. Georgia's third year of implementation of its Race to the Top - Early Learning Challenge (RTT-ELC) grant continued to demonstrate the investments that the state has made in early education and how grant funds have been used for purposeful early learning system building. Examples include the expansion of initiatives related to Georgia's child care subsidy program that increase access to high-quality opportunities for families and additional training and professional development opportunities for teachers and program leaders. The state continued community building and family engagement opportunities in the four Early Education Empowerment Zones, successfully implemented a Kindergarten Readiness Check in all of Georgia's school districts, and expanded materials and trainings related to the Georgia Early Learning and Development Standards. The state rated more than 300 new programs in its tiered quality rating and improvement system, Quality Rated. Finally, the state's use of data and research was demonstrated by the functionality of Georgia's early childhood integrated data system and full implementation of data collection for the Quality Rated validation study. In 2016, the lead agency for the grant, the Georgia Department of Early Care and Learning (DECAL) continued efforts to align RTT-ELC initiatives with many of the state's other early learning programs with a concerted focus on sustainability. All of the state's accomplishments were aligned with Georgia's 2016-2018 Child Care and Development Fund state plan and critical early learning programs, such as Georgia's Pre-K Program, DECAL's Early Head Start-Child Care Partnership grant, and child care licensing. In terms of sustainability, the state was awarded grants for infant-toddler technical assistance, for two-generation initiatives, and for evaluation planning for the Child Care and Development Fund. These efforts demonstrates the state's commitment and capacity to continuing the system-building work undertaken with Race the Top - Early Learning Challenge.
Enacting Responsive Research Strategies in Mathematics Education: Answerability and Action in Close-to-the-Classroom Ethnographic Work
Author: Parks, Amy Noelle
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Ethnography,Culturally Relevant Education,Preschool Children,Elementary School Students,Grade 1,Video Technology,Rural Schools,Low Income

Researchers in education broadly, and in mathematics education in particular, have made progress in defining culturally responsive or relevant pedagogies and have documented a variety of contexts where these pedagogies have supported the mathematical learning of various groups of non-majority children. However, little attention has been paid to examining research practices in light of the demand to become culturally relevant. The purpose of this paper is to examine the impact of our conscious choice to make our methodological work responsive to the children involved. [For the complete proceedings, see ED584829.]
School Mathematics Articulation: Conceptualizing the Nature of Students&apos; Transitions (and Teachers&apos; Participation in Them), K-16
Author: Jansen, Amanda
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Articulation (Education),Elementary School Mathematics,Secondary School Mathematics,Higher Education,Course Content,Mathematics Curriculum,Personality Traits,Institutional Characteristics,Educational Experience,Developmental Tasks

Students experience a variety of challenges as they move from one level in school to the next. In this session, we consider and discuss two central questions related to students' progressions through their mathematical experience, particularly at transitions roughly characterized as elementary to middle school, middle school to high school, and high school to post-secondary: What are the key dimensions/aspects of such transitions? What kinds of system-level responses address students' issues with transitions, particularly when they are problematic? We discuss research and practice related to students' challenges and the nature of system-level responses to various aspects of these school mathematics transitions, including mathematical content, curriculum, students' dispositions, classroom teaching practices, and school structures. Characteristics of selected strategies and programs are discussed and questions for further research are presented. [For the complete proceedings, see ED584829.]
Race to the Top - Early Learning Challenge: 2016 Annual Performance Report. Illinois
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Illinois' accomplishments, lessons learned, challenges, and strategies Illinois will implement to address those challenges. Illinois' Race to the Top-Early Learning Challenge (RTT-ELC) Grant initiatives reflect the State's three strategic reform priorities. In each of these areas, Illinois has accomplished a great deal in its fourth year of implementation. (1) Priority 1: Deepening the integration of State supports to create a unified framework for all early learning and development programs; (2) Priority 2: Connecting the most-at-risk children with the supports and services they need. Although Illinois has an adequate level of services for children with high needs, too many of the most vulnerable young children in the state are not being served. Through its State Plan, Illinois is working to identify and remove barriers to participation for these children and their families; and (3) Priority 3: Increasing program quality: From adequate to good and from good to great Illinois recognizes that all early childhood programs--even those already meeting high quality standards--need support and guidance in developing and implementing continuous program improvement strategies.
Race to the Top - Early Learning Challenge: 2016 Annual Performance Report. Oregon
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Oregon's accomplishments, lessons learned, challenges, and strategies Oregon will implement to address those challenges. In 2016, Oregon continued on its trajectory to creating a dynamic early learning system capable of anticipating and addressing the myriad and diverse needs of its children and families. Efforts are guided by the state's 40-40-20 goals: by 2025, 40% of adult Oregonians will earn a bachelor's degree or higher; 40% will earn an associate's degree; and 20% will earn a high school diploma or equivalent. Oregon's early learning system aims to support children to learn and thrive by focusing on three statutory goals: ensure that (1) children arrive at kindergarten ready to succeed; (2), families are healthy, stable and attached; and (3) the early learning system is coordinated, aligned and family-centered. Through funding that reinforces essential infrastructure, the Race to the Top- Early Learning Challenge grant (RTT-ELC) has been integral to Oregon's efforts to meet the goals outlined above by cultivating quality early learning environments, where cross-systems coordination occur, staff are well trained, culturally-responsive practices are the norm, and parents are engaged.
Race to the Top - Early Learning Challenge: 2016 Final Performance Report. Ohio
Author: Department of Education (ED)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2016 describes Ohio's accomplishments, lessons learned, challenges, and strategies Ohio will implement to address those challenges. When Ohio wrote its application for the Race to the Top: Early Learning Challenge Grant, its vision for early childhood was ambitious. It included innovative governance, increased quality and validation, comprehensive early childhood and kindergarten assessments, improved system performance, targeted professional development and technical assistance, linking data systems, strengthening infrastructure, and engaging parents and caregivers. In five short years, Ohio leveraged the almost $70 million in federal support to make significant strides in all the areas it identified for improvement. In the pages ahead, Ohio describes its vision for early childhood, how early childhood has changed as a result of Early Learning Challenge Grant dollars, the lessons learned in implementing a comprehensive reform agenda, and what is on the horizon as they work to sustain the progress made under the Race to the Top: Early Learning Challenge grant. Ohio's vision is to align, improve, and invest in Ohio's Early Learning and Development System with the goals of high-needs children birth to 5 years old: (1) Being valued, educated, healthy and thriving; and (2) Having high-quality learning experiences and the supports necessary to be ready for kindergarten and a successful future.
Photo-Elicitation/Photovoice Interviews to Study Mathematics Teacher Identity
Author: Chao, Theodore
Date: 2012-11-00
Type: Reports - Research
Subjects: Mathematics Teachers,Mathematics Instruction,Professional Identity,Photography,Interviews,High Schools,Secondary School Teachers,Algebra,Story Telling,Faculty Development,Personal Narratives,Urban Schools

How do mathematics teachers think of themselves? The construct of identity--how teachers see themselves--is an important and understudied construct in understanding mathematics teaching. This study investigates the use of Photo-Elicitation/Photovoice Interviews with six high school Algebra I teachers. Each teacher captured or chose photographs of their &quot;world,&quot; then presented them during a formal interview. Through stories elicited in this process, mathematics teacher revealed personal/private identities they often covered up with their professional identity. These mathematics teacher identities fell along a professional learning continuum with a conservative identity on one end and radical multiculturalist identity on the other end. [For the complete proceedings, see ED584829.]
Honoring Teacher&apos;s Identity: A Journey towards Non-Evaluative Listening
Author: Cox, Dana C.
Date: 2012-11-00
Type: Reports - Research
Subjects: Faculty Development,Student Attitudes,Mathematics Instruction,Independent Study,Professional Identity,Writing (Composition),Professional Autonomy,Instructional Improvement,Listening Skills,Teacher Student Relationship,Mathematics Teachers,Teaching Methods,Postmodernism,Educational Change,Student Centered Learning

An evaluation of the impact of a professional development experience on participants' ability to explore student voices as input for improving the teaching of mathematics evolved into a self-study of our growth as non-evaluative listeners. This paper specifically describes our emergent awareness of the evaluative stance implicit within our attempt to examine teachers' writing samples with the goal of developing a framework, denying teachers agency and identity. This presented us with a living contradiction since this stance conflicted with our belief that learners deserve both. [For the complete proceedings, see ED584829.]
Mathematical Knowledge for Teaching High School Geometry
Author: Herbst, Patricio
Date: 2012-11-00
Type: Reports - Research
Subjects: High Schools,Secondary School Mathematics,Geometry,Knowledge Base for Teaching,Test Construction,Secondary School Teachers,Scores,Statistical Analysis,Teaching Experience,Correlation,Pedagogical Content Knowledge,Interviews,Test Validity,Test Items,Item Analysis

This paper documents efforts to develop an instrument to measure mathematical knowledge for teaching high school geometry (MKT-G). We report on the process of developing and piloting questions that purported to measure various domains of MKT-G. Scores on the final set of items had no statistical relationship with total years of experience teaching, but all domain scores were found to have statistically significant correlations with years of experience teaching high school geometry. We use this result to propose ways of conceptualizing how instruction-specific considerations might matter in the design of MKT items. [For the complete proceedings, see ED584829.]
Using a Knowledge-in-Pieces Approach to Explore the Illusion of Proportionality in Covariance Situations
Author: Jacobson, Erik
Date: 2012-11-00
Type: Reports - Research
Subjects: Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Middle School Teachers,Mathematical Concepts,Statistical Analysis,Methods Courses,Preservice Teacher Education,Pretests Posttests,Problem Solving,Interviews

The non-normative application of proportional strategies in non-proportional covariance situations is widespread and documented in studies conducted in many countries and with participants across a wide range of ages. In the present study, we found that preservice middle-grades teachers have many of the same problems with proportional reasoning as those reported with other populations. We employed diSessa's (1993) knowledge-in-pieces perspective to track how pre-service teachers used knowledge resources before and after a unit on proportional reasoning in their methods course. Past research has often characterized this phenomenon as the result of intuitive or impulsive responses to familiar missing-value problem presentations. Our data show that even a detailed understanding of the relationship between covarying quantities by no means guarantees the normative use of the proportion equation. [For the complete proceedings, see ED584829.]
The Stages of Early Arithmetic Learning: A Context for Learning to Professionally Notice
Author: Fisher, Molly H.
Date: 2012-11-00
Type: Reports - Research
Subjects: Elementary School Teachers,Mathematics Instruction,Elementary School Mathematics,Arithmetic,Methods Courses,Preservice Teachers,Learning Modules,Attention,Decision Making,Pretests Posttests,Program Effectiveness,Video Technology,Statistical Analysis

The goal of this study is to develop the professional noticing abilities of preservice elementary teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, the preservice elementary teachers participated in a researcher-developed multi-session module that progressively nests the three interrelated components of professional noticing--attending, interpreting, and deciding. A pre- and post-assessment was administered to measure their change in the three components of professional noticing. The preservice elementary teachers demonstrated significant growth in all three components. [For the complete proceedings, see ED584829.]
Teachers&apos; Identification of Children&apos;s Upper and Lower Bounds Reasoning
Author: Maher, Carolyn A.
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: Identification,Abstract Reasoning,Mathematical Logic,Fractions,Children,Teacher Education,Video Technology,Pretests Posttests,Persuasive Discourse,Number Concepts,Intervention,Electronic Learning,Online Courses,Graduate Students

This research investigates the question of what growth, if any, is shown by teachers in identifying the components of children's reasoning using an upper and lower bounds argument for a fraction task. Specifically, it reports on assessment outcomes from design-based research in teacher education that measures teachers' identification of children's reasoning from studying videos. We describe the nature of the instructional intervention as well as the video-based assessment used as a pre and post measures for identifying children's mathematical reasoning, and report on the nature of teacher growth in recognizing components of children's arguments. [For the complete proceedings, see ED584829.]