ethanporcaro/eric-fulltext-meta huggingface dataset:
Average Revisited in Context
Author: Watson, Jane
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Mathematics Instruction,Secondary School Mathematics,Mathematical Concepts,Foreign Countries,Student Surveys,Scoring Rubrics

This paper analyses the responses of 247 middle school students to items requiring the concept of average in three different contexts: a city's weather reported in maximum daily temperature, the number of children in a family, and the price of houses. The mixed but overall disappointing performance on the six items in the three contexts indicates the need for concerted efforts to link numeracy across the curriculum as required in the new &quot;Australian Curriculum.&quot; [This research was partially funded by ARC Linkage Grant No. LP0669106.]
Profiling Students' Capacities to Link Number and Algebra in Years 5, 6 and 7 in Nanjing, China
Author: Xu, Wenbin
Date: 2012-07-00
Type: Reports - Research
Subjects: Foreign Countries,Grade 5,Grade 6,Grade 7,Algebra,Mathematics Instruction,Numbers,Mathematical Logic,Correlation,Mathematical Concepts,Elementary School Mathematics,Questionnaires,Statistical Analysis

This study investigates how 217 students in Years 5, 6 and 7 from three schools in Nanjing, China, link number and algebra (called relational thinking in this study). It categorizes their performances in terms of five levels, and uses these levels to create profiles of algebraic thinking across Years 5, 6, and 7. The study examines the interrelationships between the different types of questions used, and highlights the importance of connecting students' arithmetic learning and the development of their algebraic understanding.
Predictive Validity of Numeracy Entry Requirements for University: Pre-Service Teachers' Mathematics Knowledge and Attitudes
Author: Young-Loveridge, Jenny
Date: 2012-07-00
Type: Reports - Research
Subjects: Numeracy,Preservice Teachers,Mathematics Instruction,Mathematical Logic,Thinking Skills,Pedagogical Content Knowledge,Undergraduate Students,College Bound Students,College Admission,Mathematics Achievement,Teacher Education,Teacher Education Programs,Foreign Countries

This paper presents the findings of a study that assessed the numeracy competency of more than 200 students enrolled in pre-service primary teacher education. The Mathematics Thinking and Reasoning assessment consisted of 10 tasks that included 2-digit computations and proportional reasoning. Students rated their attitudes towards mathematics at primary and secondary school, and currently. Analysis of the data showed that university admission status was not related to students' scores on the assessment tasks. The correlation between meeting the University Entrance Numeracy Requirements and the total correct was very modest. The implications of these findings for ITE providers are presented.
Teaching for Abstraction: Collaborative Teacher Learning
Author: White, Paul
Date: 2012-07-00
Type: Reports - Research
Subjects: Teacher Collaboration,Grade 6,Mathematical Concepts,Elementary School Mathematics,Mathematics Instruction,Teaching Methods,Foreign Countries

Working collaboratively with the researchers, a small team of teachers developed and taught a lesson based on the Teaching for Abstraction model (White &amp; Mitchelmore, 2010). This paper reports how one teacher learned about the model and implemented it in her lesson. It was found that she had assimilated several key features of the model, such as starting with several embodiments of the target concept and guiding students to look for similarities between them. However, she had some difficulty focusing students' attention clearly on the underlying mathematical similarity. It was concluded that teachers need to experience more examples of Teaching for Abstraction before they can to reify and apply the model faithfully. [The study reported in this paper was supported by a grant from the National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR).]
The Effect of Small-Group Game Play Activities on Number Sense Performance
Author: Vapumarican, Rashidah
Date: 2012-07-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Small Group Instruction,Young Children,Games,Play,Teaching Methods,Numbers,Mathematics Skills,Instructional Effectiveness,Foreign Countries,Elementary School Students,Statistical Analysis,Multivariate Analysis

This study examines the effect of small-group game play before and after a Number Sense Test (NST). Fifty-seven 7-year old children were assigned into two conditions: (a) NST-Game Play, in which students sat for the NST before game play; or (b) Game Play-NST, in which students experienced game play before sitting for the NST. Findings suggested that Game Play-NST students outperformed the NST-Game Play students in number sense performance. Having Game Play-NST experience appeared to be more effective in enhancing students' performance in number sense.
A Revolving Model of Pre-Service Teacher Development in Mathematics
Author: Wilson, Susanna
Date: 2012-07-00
Type: Reports - Research
Subjects: Preservice Teachers,Faculty Development,Mathematics Instruction,Teacher Education,Teacher Education Programs,Mathematics Teachers,Mathematical Models

This paper presents a theoretical model for the development of knowledge for teaching, based on a study of primary pre-service teachers (PSTs) in their final year of an Initial Teacher Education Programme. This model arose from findings about PSTs' perceptions of knowledge for mathematics teaching that were related to knowledge of the curriculum, mathematical content knowledge and knowledge of school contexts. The theoretical model describes how PSTs developed this knowledge for teaching mathematics. There are three phases in this model; &quot;recognising&quot; crucial aspects of teaching, &quot;reconceptualising&quot; these aspects, and &quot;realizing&quot; these aspects in a mathematics classroom. In conclusion I discuss the possible use of this model for my work as a teacher educator.
Investigating Pre-Service Teachers' Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS)
Author: Wilson, Sue
Date: 2012-07-00
Type: Reports - Research
Subjects: Preservice Teachers,Mathematics Anxiety,Elementary School Mathematics,Mathematics Teachers,Teacher Education,Foreign Countries,Mathematics Education,Mathematics Tests,College Mathematics,Mixed Methods Research,Rating Scales

Pre-service primary (elementary) teachers' mathematics anxiety affects their engagement with and future teaching of mathematics. The study measured the range of mathematics anxiety in 219 pre-service teachers starting a teacher education course in an Australian university. They responded to the Revised Mathematics Anxiety Scale (RMARS) and a set of demographic questions. Age differences in anxiety were found to be significant, and relationships were found between the RMARS scores and students' self-perceptions of their current mathematics anxiety levels.
Problem Posing in Mathematical Investigation
Author: Yeo, Joseph B. W.
Date: 2012-07-00
Type: Reports - Research
Subjects: High Achievement,Mathematics Instruction,Mathematics Achievement,Cognitive Processes,Mathematical Logic,Video Technology,Pretests Posttests,Mathematics Tests,Problem Solving

This paper reports on the types of problems that high-achieving students posed when given investigative tasks that were constructed by opening up some mathematical problems. A teaching experiment was conducted to develop the students' thinking processes during mathematical investigation, and each student was videotaped thinking aloud during a pretest and a posttest. The findings show that some students were unable to pose the original intended problems and what Krutetskii (1976) called problems that &quot;naturally follow&quot; from the task, including extending the task to generalise. The implications of the difficulty encountered by these students for teaching and research will also be discussed.
Queering Education: Pedagogy, Curriculum, Policy. Occasional Paper Series 37
Author: Linville, Darla, Ed.
Date: 2017-04-00
Type: Collected Works - General
Subjects: Social Justice,Homosexuality,Sexual Orientation,Sexual Identity,Educational Environment,Social Attitudes,School Safety,Parents,Social Change,Equal Education,Elementary Schools,Picture Books,Childrens Literature,Language Arts,Racial Factors,Gender Issues

Educators concerned with social justice are working in very different social and legal contexts than when they first began to take up the issue of lesbian, gay, bisexual, trans, queer and questioning (LGBTQ) lives in the school and the curriculum. The growing number of countries that have legalized same-sex marriage, the recent US Supreme Court decision requiring that same-sex couples be allowed to marry wherever they live in the US, and the passage of local and state anti-bullying legislation--all encourage educators to reinvigorate and refocus the conversation around queer curriculum and pedagogy. Rather than assuming that gayness has been &quot;normalized,&quot; this issue of the Occasional Paper series takes as its premise that the full inclusion and engagement of LGBTQ youth and families is dependent on work still to come. It will open a new discourse on queer issues. Much of the recent attention on LGBTQ issues in educational settings has focused on the safety of bodies (queer or trans) in schools. Progress has been made for increased safety and inclusion of LGBTQ students in public schools in the United States and in many other countries. These changes include anti-bullying legislation and policies, activism on the part of gay-straight-trans alliances, advocacy by LGBTQ and ally teachers, and legal cases brought by students and parents. Following an &quot;Introduction&quot; by Darla Linville, this issue contains the following essays: (1) The Gift of Hindsight: A Parent Learns About Educating Trans Youth (Denise Snyder); (2) Changing the Shape of the Landscape: Sexual Diversity Frameworks and the Promise of Queer Literacy Pedagogy in the Elementary Classroom (Cammie Kim Lin); (3) Missing Persons' Report! Where are the Transgender Characters in Children's Picture Books? (Ashley Lauren Sullivan and Laurie Lynne Urraro); (4) An Embodied Education: Questioning Hospitality to the Queer (Clio Stearns); (5) Teaching Trans*: Transparent as a Strategy in ELA Classrooms (Joseph D. Sweet and David Lee Carlson); (6) &quot;It's Nonexistent&quot;: Haunting in Trans Youth Narratives about Naming (Julia Sinclair-Palm); (7) &quot;White people are gay, but so are some of my kids&quot;: Examining the intersections of race, sexuality, and gender (Stephanie Shelton); and (8) Gracefully Unexpected, Deeply Present, and Positively Disruptive: Love and Queerness in Classroom Community (benjamin lee hicks). (Individual papers contain references.)
Knowing One's Community through Language Rights
Author: Chiasson, Maurice
Date: 2016-00-00
Type: Reports - Research
Subjects: Civil Rights,Teacher Associations,French,Language of Instruction,Language Minorities,French Canadians,Foreign Countries,Federal Legislation,Web Sites,Curriculum Development,Native Language,Learning Activities

French-language schools in minority settings are set apart from other schools by their twofold mission: the educational success of students and the building of their Francophone identity. As a result, there are few French-language school boards or schools that do not underline the importance of the French-language culture in their mission. The passage of the &quot;Canadian Charter of Rights and Freedoms&quot; in 1982 has specifically advanced the cause of the language rights of Francophone communities outside Quebec in recent years. The Canadian Teachers' Federation (CTF) is an active partner in advocating full respect for the right of Francophones to quality education. In 2008, CTF launched the &quot;Knowing One's Community&quot; series, which examines curricula in provinces and territories where French is the language of the minority. The following questions constitute the starting point of this particular study: (1) Should minority schools not make provision for students to learn about language rights?; and (2) Should teachers not be equipped to prepare younger generations to take up the torch and pursue efforts to assert their rights? This study of language rights was conducted during the 2015-2016 winter months and it is important to keep in mind that only curricula available at that time on the various education department websites were analysed. Documents that were not available electronically were not included in the research. Research carried out for this project indicates that six provinces in particular have developed curricula in law specifically: (1) British Columbia; (2) Ontario; (3) New Brunswick; (4) Nova Scotia; (5) Prince Edward Island; and (6) Newfoundland and Labrador. This research shows that in light of the curricula analysed and available on provincial and territorial education department websites, conscious efforts are being made to make room for the study of legislation from the standpoint of the minority, but they are not systematic nor sufficient for young Francophones to be well prepared to exercise their language rights. Recommendations regarding curriculum development for French-language schools in minority settings are included. [The Fédération des associations de juristes d'expression française de common law, inc. (FAJEF) and the Language Rights Support Program (LRSP) collaborated on this project. For &quot;Knowing One's Community through Arts Education,&quot; see ED573415.]
Knowing One's Community through Arts Education
Author: Boudreau, Ronald
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Art Education,French,Language Minorities,Cultural Education,Curriculum,Visual Arts,Theater Arts,Music Education,Dance Education,Curriculum Development,French Canadians,Culture,Identification

The Services to Francophones sector of the Canadian Teachers' Federation (CTF) strives to provide teachers with the tools they need to perform an important dimension of their mission, which is to transmit and build the Francophone identity. &quot;The Knowing One's Community&quot; series explores how school curricula contribute to this objective. Generally speaking, arts are associated with the expression of a culture. At the society level, this link is considered obvious. However, this association is not as clear in education, especially in French-language education. It is fairly safe to say that arts education may even be &quot;more&quot; relevant in education in minority settings than in any other context. Considering the fact that only recently did French-language schools fall under the governance of the Francophone community, the question of the importance of arts education bears asking. The research project that led to this report was conducted during the 2013-14 winter months and it is important to note that only curricula available at that time on the various ministries of Education's websites were analyzed. In curricula, arts education includes four disciplines: visual arts, drama, music, and dance. Three provinces provide guidance for teaching these four disciplines, but the majority offer no document to support some of the courses, even if they are part of the teaching program. When curricula do exist, most administrations/jurisdictions have developed specific documents for each of the four arts disciplines. Two provinces, Ontario and Saskatchewan (at some levels), have adopted an approach that defines a theoretical framework establishing common grounds for arts education and then prescribes teaching plans for every one of the four disciplines. The efforts made by some of the provinces mentioned in the analysis represent the emergence of an awareness of the important role played by arts education in cultural appropriation in a school setting. Recommendations for curriculum development for French-language schools in minority settings are included. The following is appended: Guiding Principles for Arts Education in French-Language Schools in Minority Settings. [This project was made possible through the contribution of the Fédération culturelle canadienne-française (FCCF). This report was translated by Marie-Hélène Larrue. For &quot;Knowing One's Community through Language Rights,&quot; see ED573414.]
Addressing Youth Mental Health Issues in BC's K-12 Public Schools: A BCTF Submission. A Brief to the Select Standing Committee on Children and Youth from the British Columbia Teachers' Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2015-06-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Foreign Countries,Mental Health,Children,Youth,Public Schools,Elementary Secondary Education,Incidence,Prevention,Mental Health Programs,Grants,School Counselors,Specialists,Mental Health Workers,Advisory Committees,Well Being,Health Promotion,Educational Resources,Program Development,Special Education Teachers,Disadvantaged Youth

The British Columbia Teachers' Federation (BCTF) has taken an active role in addressing both youth and teacher mental health issues in recent years, and will continue to do so. The BCTF is a participant in the British Columbia (BC) School-Based Mental Health Collaborative, has a web page with resources to support teachers in understanding mental health issues, and recently (May 7, 2015) offered a webinar with an expert panel on students' mental health. The BCTF offers six recommendations to address mental health issues in children and youth. The first recommendation deals with a proposal for reducing the incidences of mental health problems in children and youth. The second addresses the serious students' mental health issues their members are witnessing, and argues for better and more collaborative mental health services in schools. The third recommendation is that a commission comprised of stakeholders be established to initiate and co-ordinate province-wide mental health approaches and resource development in K-12 public schools. The fourth recommendation is to provide a grant to the BC Teachers' Federation to support its Teaching to Diversity online resource. The fifth recommendation is to improve front-line supports for mental health by increasing the numbers of school counsellors and other specialist teachers who deal with mental health issues in BC's public schools. In the sixth and final recommendation, BCTF urges this standing committee to address the mental health needs of youth who are often additionally marginalized in society.
Why Do We Educate? Are the Proposed BC K-12 Education Directions Appropriate for Future Economies, and for the Needs of a Diverse and Democratic Society? BCTF Research Report. RR2014-07
Author: Naylor, Charlie
Date: 2014-10-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Change,Elementary Secondary Education,Role of Education,Public Education,Democracy,Educational Policy,Multiple Literacies,Educational Quality,Education Work Relationship,Job Skills

In the opening of this paper, critical questions regarding the role of education are asked. Is it to make a living or to build a better world? To serve the needs of industry or to build a democratic society? Should the &quot;educated citizen&quot; be a critical thinker? A person who lives in a sustainable way and cares for the environment? An entrepreneur? Some of these? All of these? Something else altogether? This paper makes the case that there needs to be a wider public debate on the purposes of British Columbia's public education system. Such a debate might better inform how much of a system's focus should be preparation for employment, and what the nature of employment might be in the years to come. It also makes the case that education is about so much more than preparation for work. It's also about the nature of our connections and relationships with each other and with the planet on which we live. It's about how we create and sustain the capacity to recognize and build on our population's diversity as an asset to create a harmonious multi-cultural and democratic society. The purposes of education include grander and more important concepts than the narrow frame which is currently being developed. This paper makes the case that the question &quot;Why do we educate?&quot; should be discussed, and the ensuing discussions should inform policy.
Reflections from a Professional Learning Community for Researchers Working in Research Alliances. REL 2017-262
Author: Scholz, Carrie
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Educational Researchers,Communities of Practice,Cooperation,Educational Research,Partnerships in Education,Role,Responsibility,Interpersonal Communication,Communication Skills,Communication Strategies,Research Reports

There is a well-known disconnect between research and practice in education. Education practitioners and policymakers continue to make little direct use of research findings to drive state, district, school, and classroom decision-making. Conducting collaborative research is challenging--especially for researchers who have never partnered with practitioners to conduct research. Researchers who have not conducted collaborative research may benefit from forming a professional learning community to connect with other researchers who are engaged in a research-practice partnership. The 2012-17 Regional Educational Laboratory (REL) program required the development of research alliances that are intended to connect practitioners, researchers, and policymakers around regional education challenges. These research alliances were tasked with addressing the challenges through regional research, technical assistance, and engagement projects. This report describes the lessons learned about the common challenges that REL Midwest researchers brought to the professional learning community, the strategies they identified to address the challenges, and the tools they used to overcome the challenges. The intent is to inform others working with research alliances (such as Regional Educational Laboratory staff, academics, and graduate students) as they work to build researchers' capacity to engage in authentic collaboration with their practitioner partners. This reflective piece summarizes one professional learning community's lessons learned and describes how its members worked to align available resources to the specific needs of the researchers and developed tools to help one another overcome various challenges. The following are appended: (1) Research Alliance Theory of Action template and completed example; (2) Touchpoint Timeline tool template and a completed example; and (3) Engagement Plan template.
Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom
Author: Johnson, Matthew
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Computer Networks,Computer Uses in Education,Foreign Countries,Use Studies,Teacher Surveys,Technology Integration,Elementary Secondary Education,Knowledge Level,Technological Literacy,Teacher Attitudes,Computers,Laptop Computers,Handheld Devices,Gender Differences,Teaching Experience,Social Media,Computer Mediated Communication,Social Networks,Teacher Student Relationship,Online Searching,Teacher Effectiveness,Self Efficacy,Electronic Journals,Electronic Publishing,Video Games,Video Equipment,Audio Equipment,Student Developed Materials

To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked technologies are available in the classroom, the ways teachers are using networked technologies to support learning, the knowledge and skills teachers have developed to make the most of networked technologies as learning tools and creative uses of networked technologies for learning activities. The following are appended: (1) Survey Questionnaire; and (2) Methodology and Background Demographic Information.