ethanporcaro/eric-fulltext-meta huggingface dataset:
Enrollment: Does the State&apos;s Funding Model Require an Enrollment Metric, Provide an Option to Include an Enrollment Metric, or Not Address Enrollment at All? 50-State Comparison: Postsecondary Education Funding
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,State Aid,Educational Policy,State Policy,Measurement,Models,Technical Institutes,Public Colleges,Private Colleges,Community Colleges,Universities,Enrollment,Federal Aid,Grants,College Students,Minority Group Students,Nontraditional Students,Adult Students,Low Income Students

What do state policies say about how to fund postsecondary education? This 50-State Comparison answers this question by searching state statutes, state rules and regulations, enacted state budget bills, and state postsecondary education agency policies that address postsecondary education budgeting and funding. According to the content of the publicly available policies, this resource categorizes the funding models in place and identifies a selection of their underlying drivers, including student enrollment, faculty or facilities needs, completion metrics, and workforce development metrics. This comparison focuses on enrollment in states' funding models. Thirty states account for student enrollment in their funding model for at least one institution or sector. An additional three states provide an option to include an enrollment metric in the model. [View the full &quot;50-State Comparison: Postsecondary Education Funding&quot; (https://www.ecs.org/50-state-comparison-postsecondary-education-funding/).]
Funding Model: Which Method(s) -- A Base Model, a Base Plus, a Formula or Another Method -- Is/Are Used for Funding Postsecondary Education? 50-State Comparison: Postsecondary Education Funding
Author: Education Commission of the States
Date: 2020-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,State Aid,Educational Policy,State Policy,Measurement,Models,Technical Institutes,Public Colleges,Private Colleges,Community Colleges,Universities

What do state policies say about how to fund postsecondary education? This 50-State Comparison answers this question by searching state statutes, state rules and regulations, enacted state budget bills, and state postsecondary education agency policies that address postsecondary education budgeting and funding. According to the content of the publicly available policies, this resource categorizes the funding models in place and identifies a selection of their underlying drivers, including student enrollment, faculty or facilities needs, completion metrics, and workforce development metrics. This comparison focuses on funding models used for funding postsecondary education. [View the full &quot;50-State Comparison: Postsecondary Education Funding&quot; (https://www.ecs.org/50-state-comparison-postsecondary-education-funding/).]
More than Just a Game: Transforming Social Interaction and STEM Play with Parkopolis
Author: Bustamante, Andres S.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Games,Interaction,Family Involvement,Young Children,Language Skills,Student Participation,Physical Activity Level,Learner Engagement,Museums,Early Childhood Education

Science, Technology, Engineering, and Math (STEM) focused language and interactions build a foundation for later STEM learning. This study examines the ability of a life-size math and science board game &quot;Parkopolis&quot; to foster STEM language and interaction in young children and their families. This study is part of a larger initiative called Playful Learning Landscapes that aims to create playful learning opportunities for children and families in the places they naturally go. Observational results from 562 families suggest that caregivers and children in Parkopolis demonstrated greater STEM language, engagement, interaction, and physical activity compared to a STEM focused traditional children's museum exhibit. Implications and next steps are discussed in regards to maximizing the number of families that can benefit from Parkopolis' playful STEM learning opportunities. [This article was published in &quot;Developmental Psychology&quot; (EJ1252874).]
Transforming Educational Systems toward Continuous Improvement: A Reflection Guide for K-12 Executive Leaders
Author: Dixon, Christina J.
Date: 2020-03-00
Type: Guides - Non-Classroom
Subjects: Elementary Secondary Education,Educational Change,Educational Improvement,Total Quality Management,Educational Administration,Administrator Characteristics,Personality Traits,Change Strategies

This Reflection Guide summarizes the findings of a Carnegie Foundation project to understand how executive leaders in education transform their organizations to be capable of producing new levels of system performance through the use of improvement science principles. Described here are the key dispositions, core practices, and levers of transformation used by executive leaders and, within each of these categories, vital elements of successful executive leadership of such a transformation are identified. Each element includes a description accompanied by an illustration drawn from the experience of an executive leader. Some of these elements may be familiar, but others are likely to be new or offer &quot;stretch goals&quot; for leadership practice. Few leaders in our field routinely incorporate all elements into how they lead, and learning to lead improvement, like improvement itself, is a never-ending journey. For this reason, each category concludes with questions to stimulate reflection and deeper learning to support leaders in self-discovering opportunities for changing their own thinking and behavior to advance continuous improvement in their own contexts.
Teacher Shortages in California: Status, Sources, and Potential Solutions. Research Brief
Author: Darling-Hammond, Linda
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Teacher Supply and Demand,Faculty Mobility,Teacher Competencies,Intellectual Disciplines,Teacher Selection,Teacher Certification,Teacher Education Programs,Enrollment Trends,Disadvantaged Youth,At Risk Students,Teacher Student Ratio,Teacher Qualifications,Job Satisfaction,Teaching Conditions,Labor Turnover,Teacher Recruitment,Educational Policy,Scholarships,Student Financial Aid,Student Loan Programs,Apprenticeships,Paraprofessional School Personnel,Mentors,Beginning Teachers,Barriers,Teacher Retirement,Teacher Education,Principals,Administrator Education

Teacher shortages have been worsening in California since 2015. Growth in teacher demand as the economy has improved has collided with steep declines in the supply of new teachers, leading to significant increases in the hiring of underprepared teachers, especially in districts serving high-need students. Shortages are most severe in special education, mathematics, and science, and are growing in bilingual education; these are also areas where teacher attrition is high. This brief reviews a set of evidence-based policies the state could consider to build a lasting supply of well-prepared teachers. [For the full report, &quot;Teacher Shortages in California: Status, Sources, and Potential Solutions,&quot; see ED594735.]
Mathematics and Language Integration in a CLIL Classroom: An Analysis of Genre
Author: Martínez, José Manuel
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Language of Instruction,Second Language Learning,Teaching Methods,Second Language Instruction,Spanish,Native Language,Immersion Programs,Elementary School Teachers,Grade 3,Student Needs,Interdisciplinary Approach,Language Usage,English,Textbooks

Teachers in mathematics classrooms where the language of instruction differs from students' first language face competing demands regarding mathematics and language teaching. In this study, I conducted an analysis of genre of teaching episodes to examine how a teacher in a Spanish immersion third-grade classroom in the US responded to those demands. Findings indicate that the genres on which the teacher drew are associated with mathematics and with language classrooms, in addition to general genres that can be found in either classroom. I argue that the teacher's awareness of school demands and of students' needs influenced how genre-switching unfolded. I discuss how genre analysis adds to conceptualisations of mathematics and language as integrated in CLIL classrooms. [For the complete proceedings, see ED606531.]
Observing Change in Students&apos; Attitudes towards Mathematics: Contrasting Quantitative and Qualitative Approaches
Author: Maciejewski, Wes
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Student Attitudes,Attitude Change,Undergraduate Students,Attitude Measures,Observation,Summer Programs,State Universities,Developmental Studies Programs,Essays

A student's attitude towards mathematics affects how they learn and perform in mathematics. What exactly is meant by attitude and how this interacts with mathematics education is a current debate in the mathematics education research community. Regardless, practitioners often acknowledge a consideration of improving students' attitudes towards mathematics in their course design. This creates an impetus to study attitudes towards mathematics in a way that lends itself to observing changes over a course in mathematics. The current study draws on two approaches to observing and measuring attitudes towards mathematics in an effort to contrast disparate approaches and deepen an investigation of students' changes in attitudes. Results indicate there is no superior approach; that the multi-dimensional nature of attitude defies a succinct description, but methods exist to allow us to get a handle on this construct, nonetheless. [For the complete proceedings, see ED606531.]
The Interplay of Frustration and Joy: Elementary Students&apos; Productive Struggle When Engaged in Unsolved Problems
Author: O'Dell, Jenna R.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 4,Grade 5,Elementary School Students,Mathematics Instruction,Elementary School Mathematics,Problem Solving,Emotional Response,Affective Behavior,Student Attitudes,Psychological Patterns

In this study, I investigated Grade 4 and 5 students' emotions while they engaged in the exploration of unsolved mathematics problems, including parts of the Graceful Tree Conjecture. Ten students from an after-school program in the Midwest participated in seven task-based interviews. The students exhibited a variety of emotions throughout the study, with frustration and joy displayed most frequently. I found the interplay of these emotions, joy and frustration, to describe the productive struggle that the students experienced while working on parts of the unsolved problems. A descriptive case of two students, Bernice and Alia, are included to describe how the interplay of frustration and joy characterize productive struggle. [For the complete proceedings, see ED606531.]
Quantitative (and Non-Quantitative) Methods Used by Future Teachers for Solving Probability-Based Proportion Problems
Author: Stevenson, Dean L.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Probability,Middle School Teachers,Preservice Teachers,Mathematics Instruction,Mathematical Concepts,Mathematical Logic,Secondary School Mathematics,Secondary School Teachers,Multiplication

We have extended two perspectives of proportional reasoning to solve problems based in probability. Four future middle grade teachers were enrolled in a mathematics content course that emphasized reasoning about multiplication with quantities. The course expected future teachers to generate and explain methods for solving proportions. Probability had not yet been discussed in the course, which gave insight into how reasoning fostered in the course was invoked in novel tasks. All four future teachers could reason about multiplication with quantities to solve probability problems and could use quantitative methods that accurately reflected how empirical probabilities approach theoretical probabilities as the number of trials increase. [For the complete proceedings, see ED606531.]
Secondary Mathematics Student Teachers&apos; Types of Noticing While Teaching
Author: Teuscher, Dawn
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Student Teachers,Student Teaching,Attention,Secondary School Mathematics,Thinking Skills,Observation,Mathematical Logic,Teaching Skills,Video Technology,Teacher Student Relationship

The purpose of this paper is to describe secondary mathematics student teachers' types of noticing while teaching. We discuss the importance of focusing on the interrelatedness of the noticing skills rather than reporting on individual skills separately. We apply the types of noticing to videos of student teachers to identify their ability to elicit and interpret student mathematical thinking in-the-moment while teaching. Results suggest that our student teachers did elicit and attend to student mathematical thinking while teaching, but how they interpreted the elicited student thinking varied. We hypothesize three reasons for why student teachers may have interpreted student mathematical thinking at a general level. [For the complete proceedings, see ED606531.]
Reimagining Definitions of Teaching Mathematics for Social Justice for Preservice Secondary Mathematics Teachers
Author: Vargas, Gabriela E.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Definitions,Social Justice,Secondary School Mathematics,Preservice Teacher Education,Preservice Teachers,Equal Education,Racial Bias,Professional Development,Undergraduate Students,Minority Group Students,Critical Theory,Pedagogical Content Knowledge

We investigate definitions and approaches that preservice secondary mathematics teachers develop about teaching mathematics for social justice while participating in an equity-based, anti-racist professional development program. We analyzed transcripts from seminar sessions of the program where participants discussed different forms of teaching mathematics for social justice. Participants described their possible teaching with what is seen in the literature while moving beyond in formulating other possible representations of teaching mathematics for social justice. These findings suggest that it may be necessary to further theorize our understanding of teaching mathematics for social justice so that representations include everyday practices beyond representations in curriculum. [For the complete proceedings, see ED606531.]
Infection Control as a Subject in the Secondary Level of Education: A Theoretical Outcomes-Based Course Outline
Author: Macapagal, Joshua
Date: 2020-00-00
Type: Journal Articles
Subjects: Disease Control,Secondary Education,High School Students,Health Education,Intellectual Disciplines,Course Descriptions,Curriculum Design,Curriculum Implementation,Outcome Based Education,Learning Activities,Prerequisites,COVID-19,Pandemics

The 2020 pandemic outbreak made health organizations and governments around the world to implement health measures that significantly affected education. The impact of COVID-19 on education shows that educational institutions are not ready for a pandemic circumstance. Educational institutions were closed to prevent the rapid transmission of infection. The members of the community relied on lectures regarding infection control given by health educational institutions through distance learning. The affected communities heavily relied on expert's advice regarding infection control. Implementing a basic course regarding infection control at the secondary level may give us a different situation. This article proposes a theoretical course outline regarding infection control as a discipline. Preparedness in a pandemic outbreak can be reflected from the presented contents, activities, and learning outcomes of the proposed theoretical course outline. This article analyzes the rationale on why infection control should be a subject in the secondary level of education. A qualitative descriptive research design has been utilized in reviewing related articles for this conceptual study. The article also aims to show a theoretical course outline that may be used to guide the educational institution in implementing infection control as a discipline.
One Year after a Bachelor&apos;s Degree: A Profile of 2015-16 Graduates. Web Tables. NCES 2020-341
Author: Thomsen, Erin
Date: 2020-07-00
Type: Reports - Research
Subjects: Outcomes of Education,College Graduates,Bachelors Degrees,Longitudinal Studies,Profiles,Education Work Relationship,Student Experience,Undergraduate Study,Family Financial Resources,Debt (Financial),Loan Repayment,Employment Patterns,Enrollment Trends,Paying for College,Expenditures,Credit (Finance)

These Web Tables focus on the experiences of 2015-16 bachelor's degree recipients 1 year after completing their degree. The data are from the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&amp;B:16/17), a nationally representative, longitudinal sample survey of students who earned a bachelor's degree during the 2015-16 academic year. B&amp;B:16/17, the first follow-up, was conducted in 2017, about 1 year after the respondents earned their bachelor's degrees. The tables are grouped into five sections that focus on undergraduate education experiences, postbaccalaureate education experiences, employment outcomes, household expenses and finances, and education debt and repayment outcomes of graduates by select demographic, enrollment, and employment characteristics.
When I Go to Kindergarten
Author: Kenward, Wendy
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Kindergarten,School Readiness,Child Development,Young Children,Play,Foreign Countries,Child Welfare,Sense of Community,Interaction,Self Concept,Student School Relationship,Interpersonal Communication,Family Role,Parent Role

All families have values and beliefs that guide them in their parenting journey. As an important adult in a child's life, and an influencer of a generation of compassionate people, a parent can have a positive impact on society as a whole. This booklet supports a vision of communities where children feel nurtured, safe, connected to their culture, and honoured for who they are. It can help prepare incoming kindergartners for their first-time experience in school. Parents can use the booklet to record things that their child is good at and things that are important to them. It can be used as a keepsake to remember before they go to kindergarten or share it with their teachers.
How Can Understanding Student Experience in the Mathematics Classroom Enrich, Challenge, and Help Us Improve Our Own Learning as Teacher Educators and Researchers?
Author: Kazemi, Elham
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Student Experience,Mathematics Instruction,Equal Education,Student Participation,Discussion (Teaching Technique),Learning Disabilities,Gender Issues,Racial Attitudes,Social Networks,Teacher Education,Teacher Educators,Classroom Environment,Researchers,Educational Research,Personal Narratives

In this paper, we explore the ways in which learning more about research on students' experiences in mathematics classrooms has the potential to transform the work we do with teachers in teacher preparation, professional development, and research settings. We focus in particular on questions of student access to and participation in mathematics and highlight studies of the racialized and gendered experiences of students and the connections between these experiences and broader narratives about race, gender, and ability/disability. We conclude with questions and possibilities raised by these studies for our individual and collective efforts to support and understand teacher learning and changes in teacher practice. [For the complete proceedings, see ED606531.]
Looking Back, Looking Ahead: Equity in Mathematics Education
Author: Civil, Marta
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Equal Education,Affordances,Educational History,Educational Trends,Cultural Capital,Access to Education,Culturally Relevant Education,Diversity

Drawing on the conference theme of looking back and looking ahead, in this paper I first look at the placement of equity throughout PME-NA as a way to set the stage for where to go next. I then focus on aspects of my work on the affordances and tensions around out-of-school and in-school mathematics to discuss equity as opportunity to participate in mathematically rich and socioculturally grounded experiences. I argue for the need to develop classroom environments where students' mathematical funds of knowledge are brought to the forefront but also where students can use their cultural ways of being and acting as resources for their learning of mathematics. [For the complete proceedings, see ED606531.]
Education and the Path to One Nation, Indivisible. Research Brief
Author: Darling-Hammond, Linda
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Racial Differences,Achievement Gap,Racial Discrimination,School Segregation,Poverty,Equal Education,Minority Group Students,African American Students,Low Income Students,Academic Achievement,Educational Trends,Hispanic American Students,Reading Achievement,Mathematics Achievement,Educational Opportunities,Resource Allocation,Educational Legislation,Federal Legislation,Elementary Secondary Education,State Aid,Federal Aid

In 1968, the Kerner Commission Report concluded that the nation was &quot;moving toward two societies, one black, one white--separate and unequal.&quot; Without major social changes, the Commission warned, the U.S. faced a &quot;system of apartheid&quot; in its major cities. Today, 50 years after the report was issued, that prediction characterizes most of the nation's large urban areas, where intensifying segregation and concentrated poverty have collided with disparities in school funding to reinforce educational inequality. While racial achievement gaps in education have remained stubbornly large, segregation has been increasing steadily, creating a growing number of apartheid schools that serve almost exclusively students of color from low-income families. These schools are often severely under-resourced, and they struggle to close academic gaps while underwriting the additional costs of addressing the effects of poverty--hunger, homelessness, and other traumas experienced by children and families in low-income communities. For all these reasons, research has found that the extent to which students attend schools with other students from low-income families is one of the strongest predictors of their achievement. These trends once again threaten the very fabric of the nation, as gaps in educational opportunity and attainment continue at a time when those without education are locked out of the knowledge-based economy. [This brief is drawn from a chapter on education in the United States in &quot;Healing Our Divided Society: Investing in America Fifty Years After the Kerner Report,&quot; the update to the 1968 report commissioned by President Lyndon Johnson.]