ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementos Teóricos y Metodológicos para Analizar la Práctica de los Profesores: El Modelo de Enseñanza = Theoretical and Methodological Elements to Analyze Teacher Practice: The Teaching Model
Author: Salinas-Hernández, Ulises
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Beginning Teachers,Experienced Teachers,Models,Mathematics Instruction,Science Instruction,Physics,Social Theories,Scientific Concepts,Mathematical Concepts,Motion

In this article we present and discuss some theoretical and methodological elements of a wider research that analyzes the teaching practice of two teachers novice and expert from a semiotic theoretical approach. The conceptual framework of this work allows for addressing the epistemological and didactic dimensions of the teaching practice. Three concepts are particularly emphasized: sign, artefact, and mediation. Furthermore, we propose, through the networking of theories (Kidron &amp; Bikner-Ahsbahs, 2015), the teacher's teaching model as a theoretical-methodological construct to analyze the teaching practice. This work reports the teaching model for the phenomenon of a free-falling object, in which the close relation between mathematics and physics is addressed. Some results on the application of the teaching model are presented for the analysis of a novice teacher. [For the complete proceedings, see ED606556.]
Using a Discursive Framework to Analyze Geometric Learning and Instruction
Author: Wiles, Peter
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Learning Processes,Discourse Analysis,Task Analysis,Grade 4,Elementary School Students,Classroom Communication,Comparative Analysis,Learning Theories

In this study we applied a discursive perspective of learning (Sfard, 2008) to a sequence of 21 geometry mini-lessons taught in a fourth grade classroom. From this perspective, learning is defined as changes in mathematical discourse. We first characterize and then compare discourse from the beginning and the end of the mini-lesson sequence. We identify shifts in the discourse that occurred during the sequence. We then discuss how the characteristics of the students' geometric discourse informed task design and instruction. This perspective provided a useful means for linking instruction to student learning in an operationalized manner. [For the complete proceedings, see ED606556.]
Unit Distinction as a Pre-Requisite for Multiplicative Reasoning: A Case Study of Adam&apos;s Unit Transformation
Author: Jorgensen, Cody
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Multiplication,Thinking Skills,Mathematics Instruction,Mathematical Concepts,Concept Formation,Case Studies,Grade 4,Elementary School Students,Correlation,Problem Solving,Word Problems (Mathematics),Mathematical Logic,Numbers,Cues,Video Technology

We address the question: How can a student's conceptual transition, from attending only to singleton units (1s) given in multiplicative situations to distinguishing composite units made of such 1s, be explained? We analyze a case study of one fourth grader (Adam, a pseudonym) during the course of a video recorded cognitive interview. Adam's case provides a glimpse into this process, as he proceeded from solving a prompt-less version of the multiplicative situation to two versions that gave gradually more explicit hints for those two types of units. We postulate an inferred process in which Adam reflected on the relationships between his counting actions (of cubes and towers) and the effect of those actions being different numbers pertaining to different units. We discuss the theoretical importance of explaining this transition and its practical implication of understanding whole number multiplication (e.g., array). [For the complete proceedings, see ED606556.]
Math Teachers Sensemaking and Enactment of the Discourse of &quot;Perseverance&quot;
Author: Buenrostro, Patricia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Academic Persistence,Video Technology,Case Studies,Experienced Teachers,Middle School Teachers,Teacher Student Relationship,Middle School Students,Heuristics,Problem Solving,Learner Engagement,Task Analysis,Teaching Methods,Sociocultural Patterns,Faculty Development,Electronic Mail

Students' opportunities to struggle with mathematical ideas have long been considered paramount to learning. However, there's little research on how teachers; (1) draw on and make sense of the discourses of perseverance; (2) enact it in classroom; and (3) develop an expansive view of perseverance. To contribute to these lines of research, we build on a case study featuring a veteran mathematics middle-school teacher across two settings: his classroom where he facilitates students' engagement with a classical mathematical task, the Tower of Hanoi, and in a subsequent video-based debrief with his colleague and our research team. We propose a conceptualization of perseverance as upholding three dimensions of: (1) persistence; (b) sensemaking; and (c) problem solving heuristics. We argue for its potential as a conceptual resource for operationalizing perseverance more comprehensively. [For the complete proceedings, see ED606556.]
Uso de Excel para la Modelación de una Actividad de Crecimiento Poblacional = Using Excel for the Modeling of a Population Growth Activity
Author: Vargas-Alejo, Verónica
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Software,Models,Population Growth,Learning Activities,Mathematical Concepts,Problem Solving,Computer Uses in Education,Adult Students,Business Administration Education,Foreign Countries

In this study we show the models that students of administration and accounting careers built when performing an activity close to the real life, with the use of Excel. The representations and ideas exhibited by the students when they used the software are analyzed. The methodology was qualitative. The theoretical framework was the Models and Modeling Perspective. The results show that the use of the tool allowed the dynamic exploration of mathematical concepts such as: covariation, rate of change and exponential function. The students formulated conjectures, arguments, explanations and justifications. [For the complete proceedings, see ED606556.]
Empowering Adults through Upskilling and Reskilling Pathways. Volume 1: Adult Population with Potential for Upskilling and Reskilling. Cedefop Reference Series. No 112
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Research
Subjects: Empowerment,Job Skills,Adults,Foreign Countries,Skill Development,Educational Attainment,Technological Literacy,Cognitive Ability,Literacy,Numeracy,At Risk Persons,Unemployment,Employment Level,Public Policy,Vocational Education,Job Training,Age Differences,Cultural Differences,Secondary Education,Postsecondary Education,Adult Education

This study is the first volume of Cedefop research on empowering adults through upskilling and reskilling pathways. It estimates the magnitude of the low-skilled adult population according to a broader conceptualisation which goes beyond educational attainment levels, and considers digital skills, literacy and numeracy, as well as skill loss and skill obsolescence. The study also identifies different subgroups of adults most at risk of being low-skilled, by skill dimension. Better understanding the magnitude of the low-skilled adult population and recognising different and specific target groups within the heterogeneous group of adults with potential for upskilling and reskilling, is crucial to better design and implementation of effective upskilling pathways for those most in need. [For &quot;Volume 2: Cedefop Analytical Framework for Developing Coordinated and Coherent Approaches to Upskilling Pathways for Low-Skilled Adults,&quot; see ED606955.]
Apprenticeships for Adults. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Adult Vocational Education,Apprenticeships,Adults,Labor Market,Foreign Countries,Distance Education,Educational Policy,Contracts,Skill Development,Qualifications,Secondary Education,Prior Learning,Student Needs,Crisis Management,Employment,COVID-19,Pandemics

Apprenticeships for adults are one of the policy solutions to the need for supporting adults willing to train, while broadening the skills base of the working population across Europe. According to Cedefop estimates, there are around 128 million adults with potential for upskilling or reskilling in the European Union (EU). EU Member States have decided to open apprenticeships to adults by removing age limits and by making them more flexible. All EU Member States have begun taking steps in this direction and adult participation in apprenticeships is clearly on the rise. This does not imply new types of apprenticeship or radically new concepts. It is rather about policies and initiatives facilitating adult participation in apprenticeship, including promoting more flexible learning options considering their life situations and learning needs.
Empowering Adults through Upskilling and Reskilling Pathways. Volume 2: Cedefop Analytical Framework for Developing Coordinated and Coherent Approaches to Upskilling Pathways for Low-Skilled Adults. Cedefop Reference Series. No 113
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Research
Subjects: Empowerment,Job Skills,Adults,Foreign Countries,Skill Development,Educational Attainment,Technological Literacy,Cognitive Ability,Literacy,Numeracy,At Risk Persons,Unemployment,Employment Level,Public Policy,Vocational Education,Job Training,Age Differences,Cultural Differences,Secondary Education,Postsecondary Education,Adult Education,Planning,Financial Support,Governance,Outreach Programs,Workplace Learning

This report is the second volume of Cedefop research on empowering adults through upskilling and reskilling pathways. It presents the Cedefop analytical framework for developing upskilling pathways for low-skilled adults and illustrates its conceptual development. The analytical framework is aimed at supporting policymakers and stakeholders in designing and implementing sustainable, coordinated and coherent approaches to fl exible and inclusive upskilling pathways. The framework is articulated around important systemic features needed for a coherent and coordinated approach to upskilling pathways for low-skilled adults. It is grounded in a lifelong learning perspective and focused on the empowerment of the individual learner/beneficiary. [For &quot;Volume 1: Adult Population with Potential for Upskilling and Reskilling,&quot; see ED606953.]
On the Move but Not There Yet. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Policy,Study Abroad,Student Mobility,Apprenticeships,Progress Monitoring,Program Evaluation,Best Practices,Foreign Countries

European policies on international mobility of students in initial vocational education and training (IVET) are working but more is needed. Young people in IVET today have more opportunities to do part of their training abroad than their peers of a decade ago. In most European Union (EU) Member States they tend to receive better information, support and funding to cover a learning stint in another country; in many cases there is also better recognition of what they have learned when returning home. To monitor the policies EU Member States, Norway and Iceland have adopted to improve the mobility of IVET learners, including apprentices, the European Commission mandated Cedefop in 2014 to create a dedicated mobility scoreboard. This tool has been operational for three years, showing individual country progress in relevant areas. It allows European and national policy-makers, mobility organisers in the participating countries and other stakeholders to evaluate, compare and adjust their action where needed.
Cedefop Annual Report, 2019
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Vocational Education,Foreign Countries,Educational Policy,Stakeholders,Educational Research,Institutional Cooperation,Lifelong Learning,Publications,Apprenticeships,Program Implementation,Technology Uses in Education,Adult Learning,Job Skills,Needs Assessment,Information Dissemination,Social Media,Audits (Verification),Labor Market

This annual report demonstrates the value of Cedefop's work and the ingredients of the Agency's success: being a step ahead, understanding current trends, and a solid knowledge and evidence base on vocational education and training (VET), skills and qualifications. Continuity and innovation characterise the achievements of Cedefop in 2019--a year when the overall and the VET-specific European Union (EU) policy framework was in transition. While the VET and adult learning policy cycles 2010-20 were moving into their final stage, in the second half of the year, the new Commission's ambitious goals and priorities were unfolding. This annual report is comprised of the following sections: (1) Highlights of 2019; (2) Results Achieved; (3) Communication, Information and Dissemination; (4) Relations with EU Agencies; and (5) Resources. [For the 2018 report, see ED602879.]
State Education Indicators with a Focus on Title I, 2001-02. Doc # 2005-07
Author: Williams, Andra
Date: 2005-09-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,State Standards,Accountability,Educational Indicators,Educational Trends,Demography,Public Education,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Mathematics Achievement,Reading Achievement,Grade 4,Grade 8,Academic Achievement,Standardized Tests

This document is the seventh in a series of reports designed to provide: (1) consistent, reliable indicators to allow analysis of trends for each state, the District of Columbia, and Puerto Rico over time; (2) high data quality for comparability from state to state; and (3) accessible indicator formats for use by a variety of audiences. The report is based on two-page profiles that present the same indicators for each state. The state profiles herein contain key measures of the quality of K-12 public education. They focus on the status of each indicator as of the 2001-02 school year, prior to the requirements of the &quot;No Child Left Behind Act of 2001&quot; (NCLB) (which reauthorized the &quot;Elementary and Secondary Education Act&quot; (ESEA) in 2002), and many indicators also include data for a baseline year to enable analysis of trends over time. The baseline year of 1993-94 was chosen in order to present data with comparable definitions, many of which changed with the 1994 reauthorization of ESEA. The sources section provides more detailed information and explanations for the indicators. The indicators in each state profile are organized into six categories: (1) School and Teacher Demographics; (2) Student Demographics; (3) Statewide Accountability Information; (4) Title I Schools; (5) National Assessment of Educational Progress; and (6) Student Achievement. [For &quot;State Education Indicators with a Focus on Title I, 2000-01,&quot; see ED483156.]
European Qualifications Framework Initial Vocational Education and Training: Focus on Qualifications at Levels 3 and 4. Cedefop Research Paper. No 77
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Labor Market,National Standards,Job Skills,Employment Qualifications,Access to Education,Postsecondary Education,Occupations,Auto Mechanics,Secondary Education,Educational Certificates,Knowledge Level,Responsibility,Employees,Cultural Differences

The European qualifications framework (EQF), with its eight levels, serves as a translation grid between qualifications acquired in different European countries. Part of Cedefop's work to make qualifications easier to understand and compare, this study takes a closer look at those acquired through initial VET and assigned to EQF levels 3 and 4 via national classifications and frameworks. It explores what they have in common and in what way they differ. It looks at their purpose and value on the labour market or for further learning, and how they are assigned to the national qualifications frameworks (NQFs) and EQF levels. It also sheds light on the different weighting of occupational and transversal skills and competences and levels of complexity, and between qualifications at both levels within the same occupational area; these issues are not that often examined. While it confirms that describing the intended outcomes of learning improves understanding and eases comparison of vocational qualifications, the study highlights other aspects that are equally important, such as their currency and value on the labour market and in further learning.
Spotlight on VET: Croatia
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Government Role,Curriculum Development,Faculty Development,Quality Assurance,Stakeholders,Job Skills,Postsecondary Education,Labor Market,Educational Quality,Secondary Education,Adult Education,Educational Policy,Enrollment,Lifelong Learning,Employment Level,Apprenticeships

Vocational education and training (VET) plays a prominent role in Croatia. Overall responsibility for VET lies with the Ministry of Science and Education supported by the Agency for VET and Adult Education (ASOO). The agency is responsible for developing VET curricula, continuous professional development of VET teachers, skills competitions and quality assurance. Stakeholders are involved in curriculum development, sector skills councils and in the VET Council, which proposes measures for the development of VET in Croatia. VET in Croatia has two main roles. Alongside preparation for labour market entry, it enables progression to tertiary education; this is primarily through four-year VET programmes, where learners spend half of their time acquiring general competences. Current priorities for VET development focus on increasing its labour market relevance, quality, attractiveness and internationalisation. Determined reform efforts are under way to address outdated curricula, skills mismatch, the quality of work-based learning and apprenticeship, as well as the public image of VET.
Spotlight on VET: Germany
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Government Role,Faculty Development,Job Skills,Postsecondary Education,Labor Market,Educational Quality,Secondary Education,Adult Education,Educational Policy,Enrollment,Lifelong Learning,Employment Level,Continuing Education,Apprenticeships,National Standards,Labor Force Development,Technological Literacy

Vocational education and training (VET) in Germany is based on close cooperation between the State, companies and social partners. The Federal Ministry of Education and Research (BMBF) is responsible for general VET policy issues and has a coordinating role for all training occupations. The BMBF works closely with the Federal Institute for Vocational Education and Training (BIBB). BIBB conducts research, moderates the process of developing the training regulations and plays a crucial advisory role for VET policy. Continuing training is playing an increasingly important role in improving employability by upskilling and reskilling in line with the digital and ecological transition. It is characterised by a wide variety of training providers and a low degree of State regulation. State incentives are in place to increase participation in continuing vocational education and training (CVET).
Vocational Education and Training in Croatia. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Postsecondary Education,Adult Education,Labor Market,Labor Needs,Unemployment,Educational Attainment,Public Policy,Job Training,Higher Education,Governance,Vocational Education Teachers,Faculty Development,Apprenticeships,Scholarships,Taxes,Incentives,Grants,Age Differences,Adolescents,Adults,Employment Level,Lifelong Learning,Secondary Education

This short description contributes to better understanding vocational education and training (VET) in Croatia by providing insights into its main features and highlighting system developments and current challenges in recent years. In Croatia, vocational education and training (VET) is offered in the form of initial VET (IVET) and adult education. Continuing VET (CVET) programmes are foreseen but not yet implemented. In the last decade, the focus was on developing strategies and legislation. Many building blocks for IVET, fully informed by labour market needs and based on learning outcomes, have been developed: these include anticipating skills needs and new concepts and methodologies for occupational and qualification standards development. Many elements of the reformed system are under development: sectoral curricula, occupational standards, qualification standards and outcome-based VET curricula. This report presents the projections on timing for development and introduction of the new elements of the system as estimated by the Ministry of Science and Education and agency for vocational education and training and adult education in Croatia.