ethanporcaro/eric-fulltext-meta huggingface dataset:
School Climate and Shared Leadership. School Climate Practice Brief
Author: Hughes, William
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,Participative Decision Making,Elementary Secondary Education,Student Participation,Student Leadership,Cooperation,Student Diversity,School Personnel,Parent Participation,Community Involvement,Social Justice,Power Structure

School climate reform, an evidence-­-based strategy, supports K--12 students, school personnel, parents/guardians and community members learning and working together to promote pro-social education. Done well, these efforts will result in even safer, more supportive, engaging, helpfully challenging and harmonious schools. The U.S. Department of Education, the Center for Disease Control and Prevention, the Institute for Educational Sciences, President Obama's Bully Prevention Partnership, the US Departments of Justice and Education's School Discipline Consensus project, a growing number of State Departments of Education and foreign educational ministries support and/or endorse school climate renewal as a strategy to increase student learning and achievement, enhance school connectedness, reduce high school dropout rates, prevent bullying and other forms of violence, and enhance teacher retention rates. School leaders can build broad engagement through the following promising shared leadership strategies: (1) Set clear parameters to create balanced power and establish leadership as a partnership; (2) Engage all stakeholders in working together toward a shared purpose; (3) Ensure all participants share responsibility and accountability; (4) Recognize and embrace diverse perspectives in the group; and (5) Teach and value inner strength in all participants in shared leadership.
School Climate and Youth Development. School Climate Practice Brief
Author: Cardillo, Richard
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,Elementary Secondary Education,Educational Change,School Culture,School Role,Student Participation,Student Characteristics,Student Role,Participative Decision Making,Leadership Training,Social Justice

School climate reform, an evidence-­-based strategy, supports K-­12 students, school personnel, parents/guardians and community members learning and working together to promote pro-social education. Done well, these efforts will result in even safer, more supportive, engaging, helpfully challenging and harmonious schools. The U.S. Department of Education, the Center for Disease Control and Prevention, the Institute for Educational Sciences, President Obama's Bully Prevention Partnership, the US Departments of Justice and Education's School Discipline Consensus project, a growing number of State Departments of Education and foreign educational ministries support and/or endorse school climate renewal as a strategy to increase student learning and achievement, enhance school connectedness, reduce high school dropout rates, prevent bullying and other forms of violence, and enhance teacher retention rates. Schools can engage youth as co-leaders and co-learners through the following promising strategies: (1) Frame your work with youth at the center of all decisions; (2) Start with an assets-­ based approach; (3) Prepare youth for meaningful roles; (4) Value the perspective of youth and allow them to contribute in the decision making process; (5) Work to create the leaders of today, not as a preparation for the future; and (6) Engage youth in addressing equity issues and celebrating diversity.
Assessing Teacher Perceptions on Various Issues Pertaining to School Law in a North Alabama School District
Author: Moses, Quamille Reneé
Date: 2017-04-00
Type: Reports - Research
Subjects: Teacher Attitudes,School Law,School Districts,Action Research,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Knowledge Level,Social Discrimination,Racial Discrimination,Gender Discrimination,Negligence,Search and Seizure,Student Rights,Legal Problems,Teacher Responsibility,Legal Responsibility,State Church Separation,Teacher Surveys,Constitutional Law

The purpose of this research study will be to examine teacher perceptions on various issues pertaining to school law in the State of Alabama. Having data on teacher perception in Alabama can help shape future educational policy so that teachers can have an understanding of what they should and are required to do in various ethical and moral situations that affect the learning environment. Examining teacher perceptions will have a transformational impact on the Educational State Code in Alabama and influence future educational practices around the world.
The Groups of Students Problem: Insights about Multiplication and Implied Order in Combinatorial Enumeration
Author: Lockwood, Elise
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Computation,Problem Solving,Multiplication,College Students,College Mathematics,Mathematics Instruction,Cognitive Processes

Counting problems have applications in probability and computer science, and they provide rich contexts for problem solving. Such problems are accessible to students, but subtleties can arise that make them surprisingly difficult to solve. In this paper, students' work on the Groups of Students problem is presented, and an important issue related to multiplication (a fundamental aspect of counting) is discussed. Examples from two categories of students are presented--those who were able to make sense of a correct solution to the counting problem, and those who were not. Evidence is provided that many students failed to attend to the implied order in the multiplicative process, and a productive way of thinking that emerged for some students is also shared. Pedagogical implications and suggested avenues for further work are provided. [For the complete proceedings, see ED584443.]
Pre-Service Teachers&apos; Meanings and Non-Canonical Graphs
Author: Moore, Kevin C.
Date: 2013-11-00
Type: Reports - Research
Subjects: Graphs,Mathematics,Preservice Teachers,Secondary Education,Logical Thinking,Interviews

Research continues to illustrate the important role of covariational and quantitative reasoning in the context of function and graphing. The same body of literature has emphasized that students and teachers often construct meanings for function and graphing that do not foreground these reasoning processes. In order to gain deeper insights into such meanings, we conducted clinical interviews with ten pre-service secondary teachers. In the present work, we illustrate the construct of shape thinking in relation to their graphing activity during the clinical interviews. We draw particular attention to the implications of shape thinking, including constraints generated by meanings rooted in such thinking, when confronted with noncanonical situations. [For the complete proceedings, see ED584443.]
Mathematics Students Transitioning into the Workforce: Influences on Career Choice
Author: Piatek-Jimenez, Katrina
Date: 2013-11-00
Type: Reports - Research
Subjects: STEM Education,Career Choice,Undergraduate Students,Mathematics Education,Females,Decision Making,Education Work Relationship,Labor Force,Self Concept,Majors (Students),Bachelors Degrees,Personal Narratives

Currently, there is a shortage of Americans entering STEM careers. Furthermore, women remain underrepresented in these fields. In this paper I discuss the career decisions of three undergraduate women mathematics majors who, during their undergraduate years, expressed an interest in obtaining a career in mathematics but lacked substantial knowledge of potential careers. I explore how these women transitioned from college into the workforce and how their career decisions were based, in part, on aspects of their identities and on environmental opportunities. The implications of this work provide knowledge to the field of how to retain certain individuals in the field of mathematics. [For the complete proceedings, see ED584443.]
Tasks to Support Preservice Teachers&apos; Understanding of Decimal Quantities
Author: Rathouz, Margaret
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Knowledge Level,Numeracy,Arithmetic,Pedagogical Content Knowledge,Number Concepts,Mathematics Tests,Pretests Posttests,Fractions,Focus Groups,Misconceptions

In this article, we present some mathematical tasks designed to support pre-service teachers (PSTs) in obtaining a broader, more connected understanding of decimal numbers and quantities. We describe classroom scenarios from a content course in which PSTs experienced these cognitively demanding decimal tasks, enacted in ways that maintain high demand. We present evidence of shifts in quality of representations and explanations from pre- and post-test responses of PSTs to unique decimal comparison tasks. Prior to a unit on decimal fractions, several PSTs utilized incorrect decimal notation for amounts such as &quot;0.16&quot; for &quot;16-tenths,&quot; relying on symbolic representations they may not fully understand. Written explanations of decimal comparisons commonly referred to procedural rules. After the decimals unit, responses to comparison tasks showed an increase in use of meaningful, connected representations and richer, more robust justifications. [For the complete proceedings, see ED584443.]
The Construction of Trigonometric and Inverse Trigonometric Functions
Author: Martínez-Planell, Rafael
Date: 2013-11-00
Type: Reports - Research
Subjects: Undergraduate Students,College Mathematics,Knowledge Level,Trigonometry,Mathematical Concepts,Concept Formation,Semi Structured Interviews,Mathematics Activities

This study uses APOS Theory to study students' construction of the sine and cosine functions and their inverses. The conjecture of the constructions students would need to do in order to attain a process conception of these functions is tested by using semi-structured interviews with a group of 11 undergraduate students. Analysis of the interviews suggests a small number of basic mental constructions that students would need to do, that account for observed difficulties, and that hence would need to be stressed during instruction. [For the complete proceedings, see ED584443.]
Developing Processes for Learning High School Mathematics
Author: McFeetors, P. Janelle
Date: 2013-11-00
Type: Reports - Research
Subjects: Mathematics Instruction,Secondary School Mathematics,High School Students,Constructivism (Learning),Grounded Theory,Learning Strategies,Grade 12,Metacognition,Learner Engagement,Foreign Countries,Interviews

High school mathematics students often complete homework and study for unit tests without support to consider how these actions could contribute to their mathematical learning. Learning to learn mathematics invites students to bring into view how they learn mathematics. The constructivist grounded theory study reported in this presentation describes how grade 12 students inquired into the systemically defined and externally imposed learning strategies that they perceived as static and superficial. The &quot;Framework for Developing Processes for Learning Mathematics&quot; illuminates the complexity of becoming aware, incorporating suggestions, verbalizing possibilities, and (re)forming intentions to shape personal processes for learning. Viewed as dynamic and authentic, the processes for learning mathematics students developed shaped them as learners who made sense of mathematical ideas.[For the complete proceedings, see ED584443.]
Prompted and Unprompted Transitions between Representational Modes in Calculus
Author: Zazkis, Dov
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Mathematics Instruction,Teaching Methods,Problem Solving,Visualization,Mathematical Logic,Thinking Skills,Models,Visual Aids,Classification,Mathematics Tests,Scores,Mathematical Concepts,Interviews,Student Attitudes,Task Analysis

This article argues for a shift in how researchers discuss and examine students' uses of representations during their calculus problem solving. An extension of Zazkis, Dubinsky, and Dautermann's (1996) Visualization/Analysis-framework to include physical modes of reasoning is proposed. An example that details how transitions between visual, analytic and physical reasoning inform students' problem solving in a calculus context is discussed. [For the complete proceedings, see ED584443.]
Prospective Teachers&apos; Analysis of Children&apos;s Errors Using Clinical Interviews
Author: Schorr, Robert Y.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Interviews,Error Patterns,Methods Courses,Protocol Materials,Questioning Techniques,Preservice Teacher Education,Preservice Teachers,Mathematics Instruction,Children

Prospective teachers (PTs), enrolled in a mathematics methods course, were asked to analyze children's mathematical thinking by viewing videotaped clinical interviews over the course of an entire semester. They were also asked to conduct two of their own interviews with children as the semester progressed. While the type of analysis varied, all of the PTs commented on the errors that the children made during the interviews, often providing explanations for them. We describe these explanations and how they evolved over time. We note in particular that the PTs were better able to provide a more in-depth analysis of the videotapes than they were of their own interviews. [For the complete proceedings, see ED584443.]
Capturing Middle School Students&apos; Understanding of the Concept of Area Using Vygotsky&apos;s Concept Formation Theory
Author: Zhang, Pingping
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Knowledge Level,Concept Formation,Geometric Concepts,Problem Solving,Grade 6,Learning Theories,Elementary Secondary Education,Achievement Tests,Mathematics Achievement,Mathematics Tests

Incorporating Vygotsky's concept formation theory and Berger's appropriation theory, an assessment which highlights authentic operations with the concept of area was designed and administered to 44 sixth grade students to determine what types of understanding they maintained. The results indicated the more novel the situation, the more diverse stages of understanding were exhibited by children. Inconsistent levels of reasoning across different items were revealed for most individuals. We suggest that novel assessments grounded in concept formation theories may provide greater insights on children's understanding of mathematics. [For the complete proceedings, see ED584443.]
Talking about Pedagogy, Students and Mathematics
Author: Leatham, Keith R.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Pedagogical Content Knowledge,Student Teachers,Student Teaching,Cooperating Teachers,Classroom Communication,Classroom Techniques,Secondary Schools,Meetings,Coding,Interpersonal Communication

When student teachers and cooperating teachers have conversations during the student teaching experience, research indicates that they spend considerable time talking about classroom management. In an effort to focus student teaching on the practice of eliciting, understanding and using student mathematical thinking, we altered the structure of student teaching. In this altered student teaching experience, the frequency of conversations involving mathematics was significant (almost 60%) and the frequency of those involving classroom management was correspondingly quite small (about 4%). The nature of the mathematical conversations focused on how students were making sense of the mathematics and how teaching facilitated that process. The management conversations that did occur also focused on strategies that could facilitate students' mathematics learning. [For the complete proceedings, see ED584443.]
Extended Networks: Mathematics Classroom Collaboration with Mobile Devices
Author: White, Tobin
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Computer Uses in Education,Handheld Devices,Mathematics Instruction,Mathematics Activities,Class Activities,Cooperative Learning,Graphing Calculators,Secondary School Students,Secondary School Mathematics,Information Dissemination,Photography,Algebra

This paper explores the potential of mobile devices to support novel forms of mathematics classroom activity. In particular, I consider two salient aspects of contemporary practice with mobiles--networking/communication, and picture taking--and explore technology designs that might exploit their potential for supporting related forms of mathematical practice. I present data from two cycles in a design-based research project focused on collaborative learning in classroom networks, one featuring graphing calculators, and the other using iPods. [For the complete proceedings, see ED584443.]
A Learning Trajectory for Early Equations and Expressions for the Common Core Standards
Author: Panorkou, Nicole
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Equations (Mathematics),Mathematics Education,Algebra,Common Core State Standards,Mathematical Concepts,Problem Solving

This paper describes the learning trajectory for Early Equations and Expressions (EELT), one of the 18 learning trajectories presented at www.TurnOnCCMath.net, developed to interpret the Common Core Standards for Mathematics based on research on student learning. The EELT is foundational for introducing concepts of early algebra and setting the foundations for the most advanced mathematical ideas in the later grades of schooling. The theoretical framework and research literature that the unpacking was based on are presented by giving examples from the descriptors of the standards. [Additional support for this research was provided by Qualcomm and the Oak Foundation. For the complete proceedings, see ED584443.]
Relational Problem-Based Learning: Adolescent Girls&apos; Experiences with an Inclusive Pedagogy for Mathematics
Author: Schettino, Carmel
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Problem Based Learning,Adolescents,Females,Inclusion,Mathematics Instruction,Achievement Gap,STEM Education,Teaching Methods,Self Esteem,Mathematics Teachers,Secondary School Mathematics,Adolescent Attitudes,Student Empowerment

Although the Gender Achievement Gap is closing in mathematics, the &quot;interest gap&quot; in pursuing STEM fields is not. One recommendation for encouraging young women to continue on in mathematical studies is to find instructional methods that allow them to feel more included in the learning process--fostering attitudes such as self-confidence, empowerment and agency. In this study, the journeys of five adolescent girls who were currently studying secondary mathematics with a pedagogical approach that sought to encourage such attitudes named Relational Problem-Based Learning (RPBL) were explored and analyzed to describe the relationship between the pedagogical approach and the girls' attitudes. [For the complete proceedings, see ED584443.]
Students&apos; Concept Images of Average Rate of Change
Author: Dorko, Allison
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Scientific Concepts,Concept Mapping,Thinking Skills,Change,Mathematics Skills,Calculus,Multivariate Analysis,Interviews,Pretests Posttests,Imagination,Mathematics Achievement,Concept Teaching,Student Attitudes

In this paper, we describe students' concept images of average and average rate of change and the similarities and differences between those concept images. We do so by describing the students' ways of thinking and ways of understanding average and average rate of change, and how the students' meanings for average influenced their conceptions of average and instantaneous rates of change. We describe the importance of everyday meanings for average in students' conceptions of rate, and propose how instruction might be tailored to address this link. We conclude by discussing implications of this work for teaching average and instantaneous rates of change in single and multivariable calculus, and suggest important directions for future research. [For the complete proceedings, see ED584443.]
Learning to Professionally Notice: Preservice Elementary Teachers&apos; Attitudes toward Mathematics in Context
Author: Schack, Edna O.
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Elementary School Mathematics,Context Effect,Professional Development,Attitude Change,Learning Modules,Methods Courses,Pretests Posttests,Capacity Building,Correlation,Protocol Materials,Protocol Analysis,Measures (Individuals),Beliefs

The goal of this study is to better understand preservice elementary teachers' changes in attitudes towards mathematics in connection with their participation in a module aimed at developing professional noticing capacities. This module, typically implemented in the mathematics methods course, involves practice with the three interrelated components of professional noticing--attending, interpreting, and deciding. Pre- and post-assessments of participants' mathematical attitudes and professional noticing capacities were administered to measure change in these areas. Participants demonstrated significant growth in their professional noticing capabilities and mostly positive attitudinal change; however, there was no significant correlation between the changes on the respective measures. [For the complete proceedings, see ED584443.]
Students Who Switch out of Calculus and the Reasons They Leave
Author: Rasmussen, Chris
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Calculus,Student Attrition,Student Attitudes,Attribution Theory,Academic Persistence,STEM Education,Dropout Characteristics,National Surveys,College Mathematics,Undergraduate Students,Career Choice,Gender Differences,Student Behavior,Instructional Effectiveness,Intention

A substantial percentage of college students who enrol in Calculus I intending to take more calculus decide at the end of the semester not to continue with calculus. This represents a huge loss in terms of the need for more students to pursue a major in one of the science, technology, engineering and mathematics (STEM) disciplines. In this report we examine the characteristics of STEM intending students who begin their post secondary studies with Calculus I and either persist or switch out of the calculus sequence, and hence either remain or leave the STEM pipeline. The data used for this analysis comes from a unique, in depth national survey aimed at identifying characteristics of successful programs in college calculus. [For the complete proceedings, see ED584443.]
The Use of Authentic High-School Student Solutions as a Change Agent with Pre-Service Teachers
Author: Meagher, Michael
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Preservice Teachers,Change Agents,Professional Development,Pedagogical Content Knowledge,Teacher Competencies,Task Analysis,Secondary School Mathematics,Secondary School Curriculum,Problem Solving,Beliefs,Methods Courses,Critical Viewing,Protocol Materials,Teaching Methods

This paper presents the results of a study designed to facilitate teacher candidates' shift from students of mathematics to teachers of mathematics. We develop a series of tasks each of which encourages candidates to reconsider rich tasks from increasingly teacher-centric points of view. The results show that using authentic high school student solutions, in particular Livescribe™ videos, provides a powerful experience in seeing solution paths they had not considered and in helping teacher candidates think about mathematics from someone else's point of view. [For the complete proceedings, see ED584443.]