ethanporcaro/eric-fulltext-meta huggingface dataset:
Use It or Lose It: Mathematics for Language Maintenance
Author: Edmonds-Wathen, Cris
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Language Maintenance,Indigenous Populations,Mathematics Instruction,Language of Instruction,Foreign Countries,Language Minorities,Paraprofessional School Personnel,Teaching Methods,Early Childhood Education

The aims of a study to teach mathematics in Mawng, an Australian Indigenous language, shifted from providing a foundation to enhance transferral to English to involving a language maintenance aspect. The study took place in a multilingual community. The roles of multiple Indigenous languages in a mathematics lesson are reported on. It is argued that the use of the multiple languages as resources in the mathematics class contribute to the reinforcing the political status of Mawng in the community, including as a language of formal education.
What Gendered Constructs about Mathematics Do Parents Have as Their Children Begin School in Australia?
Author: Glynn, Rachelle
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Parent Attitudes,Mathematics Instruction,Kindergarten,Gender Differences,Student Interests,Mathematics Skills,Gender Bias,Academic Aptitude,Study Habits,Sex Stereotypes,Anxiety,Self Esteem,Value Judgment,Role Models

This study investigated whether parents have gendered constructs related to mathematics. Parents and their kindergarten-aged children from three primary schools in Sydney were interviewed to see what their understandings of boys' and girls' interests and abilities in mathematics were. Parents completed the Who and Mathematics questionnaire and were interviewed to determine if there were any gendered understandings and exactly what they were. The data shows that parents believe that boys are more likely to have an aptitude and interest in mathematics. In contrast, girls are perceived as more anxious, harder workers and in addition, that they have to work harder to do well in mathematics.
All Welcome to Apply? &quot;Mystery Parent&quot; Initiative Found to Be Cost Effective Diagnostic Tool for Charter Authorizers Concerned about Equity. Promising Practices
Author: National Center for Special Education in Charter Schools (NCSECS)
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Cost Effectiveness,Equal Education,Educational Legislation,Students with Disabilities,Federal Legislation,Charter Schools,Inclusion,Enrollment,Retailing,Admission Criteria,Best Practices,Quality Control,English Language Learners,Program Descriptions,Parent School Relationship,Elementary Secondary Education

Under the Individuals with Disabilities Education Act (IDEA), all public schools must provide a free and appropriate public education to students with disabilities. As such, public charter schools must accept and educate students with disabilities and maintain open enrollment policies, which often include a fair lottery system. Schools must plan for the capacity to meet a range of special education and disability needs. Advising or implying to a parent of a student with a disability or an English language learner that enrollment is not allowed or that the school cannot provide the modifications or accommodations necessary to educate a student is discriminatory and illegal. &quot;Counseling-out&quot; is the practice of subtly, or not so subtly, counseling parents and inappropriately influencing them to not enroll their child in a school because of the student's disability or language and expected needs. Modeled after &quot;mystery&quot; or &quot;secret shopper&quot; services used in retail stores to evaluate customer service and quality control, authorizers in the District of Columbia (DC) and Massachusetts employed a similar tactic to examine how the front line charter school staff answers questions about enrollment. Specifically focused on the populations of students with disabilities and English language learners, and recognizing that parents of these two groups of students may present different scenarios when contacting schools about enrollment, services and needs, DC and Massachusetts elected to &quot;test&quot; the market with a defined Mystery Shopper/Parent Program. The report examines both programs and highlights its best practices.
What Can Be More Challenging than Square-Rooting from Squared Things?
Author: Kontorovich, Igor'
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Secondary School Mathematics,College Mathematics,Mathematics Education,Mathematics Instruction,Learning Processes,Thinking Skills,Conflict,Assignments,Equations (Mathematics),Task Analysis

Roots is one of these mathematical topics that students encounter multiple times in their studies of mathematics. Growing from the commognitive framework, this study is concerned with intra-commognitive conflicts where the same discursant develops incommensurable discourses on 'the same' mathematical object (square roots, in this case) and endorses seemingly conflicting narratives about it. These conflicts were explored among eleven preacademic students who worked individually on a multiple-question assignment asking them to extract square roots from squared numbers and expressions. Three intra-commognitive conflicts are presented in this paper: a conflict of perfect squares and squared inputs, a conflict of stand-alone and incorporated roots, and a conflict of expressions and equations.
Equity in College Preparatory Programs with Exams (CPPE). Research Report
Author: Kenesson, Summer
Date: 2019-11-25
Type: Reports - Research
Subjects: College Preparation,Equal Education,Standardized Tests,Advanced Placement Programs,Access to Education,Disadvantaged,High Schools,College Credits,Community Colleges,Technical Institutes,High School Students,Racial Differences,Gender Differences,Rural Urban Differences,Equivalency Tests,Two Year College Students

College Preparatory Programs with Exams (CPPEs) include academically-rigorous high school classes that culminate in standardized exam-based assessments. Students take the classes as part of their high school schedule and apply them toward their graduation requirements, typically whether or not they take the exams at the end. Without the exam, students still apply the class grade to their high school GPA. However, taking the standardized exam may enable a student to apply the exam score for college credit for an identified comparable college course or a college-level elective (depending on the course and the score). CPPE programs include Advanced Placement (AP), International Baccalaureate (IB) and Cambridge International 'A' Levels (CLE). Because of the potential to apply these high school courses for college credit, they are an attractive option for many students and parents. The appeal of CPPE has many components -- they can equate to college credit and thereby save tuition costs or accelerate through prerequisites, they often carry additional weighting for high school GPAs, and are attractive to selective schools' admissions offices. It would appear that CPPEs would offer students from underserved populations an opportunity to get a 'head start' on college while at high school. However, CPPEs have not typically been consistently available to students from disadvantaged groups. The reasons for that are not clearly understood. Research suggests that access to CPPE in high schools may be affected by: (1) Variation in perception of demand for CPPE opportunities across schools serving different demographic groups; (2) Cost of programs and/or exams to students, although many states offer aid to economically disadvantaged students; (3) Implicit bias of districts, schools, and teachers in evaluating aptitude for CPPE, such as determining AP readiness by prior GPA; and (4) Lack of familiarity with or confidence to undertake CPPE courses by students, often reflect in parents' prior education. This report examines equity in CPPE throughout Washington state.
Strengthening the Early Childhood Education Workforce. Policy Brief
Author: Smillie, Siri
Date: 2020-04-00
Type: Reports - Research
Subjects: State Policy,Educational Quality,Teacher Persistence,Professional Development,Alignment (Education),Teacher Qualifications,Apprenticeships,Preschool Children,Alternative Teacher Certification,Child Caregivers,Preschool Teachers,Mandatory Continuing Education,Teacher Salaries,Tax Credits,Loan Repayment,Federal Programs,Block Grants,Educational Legislation,Federal Legislation,Funding Formulas

Most children in the U.S. spend time in some form of early childhood education (ECE) program prior to entering kindergarten. In fact, children spend an average of 25 hours per week in nonparental care, including center-based care and informal family, friend and neighbor care. Children develop a foundation for learning during these early years, so access to high-quality child care and pre-K programs has a significant impact on their future outcomes, including school readiness. Recognizing this connection, states and the federal government continue to increase investment in ECE programs. Increasingly, state policymakers are exploring ways to strengthen the quality of publicly funded ECE programs for all students. Research shows that educator knowledge and training are two of the strongest indicators of quality in an ECE program so efforts to strengthen the workforce are a critical strategy. Initial and ongoing professional support for the ECE workforce are limited compared with K-12 educators, leading to challenges in recruiting and retaining staff. Lack of access to high-quality ECE programs with qualified staff may make it difficult to realize the positive outcomes and return on investment that policymakers hope for when investing in ECE. This Policy Brief identifies five policy levers, in addition to funding opportunities, that states employ to attract, support and retain quality talent in the early education workforce.
Using the Drawing-Telling Approach to Reveal Young Children&apos;s Mathematical Knowledge
Author: MacDonald, Amy
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Freehand Drawing,Personal Narratives,Mathematics Skills,Elementary School Students,Concept Formation,Measurement,Misconceptions,Prior Learning,Mathematical Concepts

This paper contributes to the symposium, &quot;Research methods involving children's drawings in mathematical contexts&quot; by exploring the &quot;drawing-telling&quot; approach to researching with young children. &quot;Drawing-telling&quot; is a methodological approach that encourages young children to represent their experiences and understandings through both drawings and accompanying narratives. The authors have used the drawing-telling approach to elicit young children's understandings about measurement within their first few weeks of starting primary school. This paper details the drawing-telling approach, and shares some insights and examples from the larger study of children's measurement knowledge at the start of school. [This paper is the first in a symposium of four papers. For the second paper, &quot;Capturing the Mathematical Drawing Process Using a Digital Pen,&quot; see ED604538. For the third paper, &quot;The Nature of Young Children's Attitudes towards Mathematics,&quot; see ED604539. For the fourth paper, &quot;Coding Young Learners' Pictorial Responses to an Open-Ended Assessment Task,&quot; see ED604540.]
Capturing the Mathematical Drawing Process Using a Digital Pen
Author: Way, Jennifer
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Educational Technology,Freehand Drawing,Cross Cultural Studies,Mathematics Skills,Measurement,Foreign Countries,Student Attitudes,Elementary School Students,Grade 4,Kindergarten,Grade 1,Video Technology,Personal Narratives,Learning Processes

This paper contributes to the Symposium: &quot;Research Methods Involving Children's Drawings in Mathematical Contexts&quot; by exploring the use of digital pens as a data gathering tool. The availability of digital recording devices has been a boon to researchers wanting to capture the real-time dynamics of a research situation. When capturing a child's drawing process, an alternative to cumbersome video-recording equipment is a digital pen that records both the creation of the drawing and any nearby utterances. To highlight the affordances and limitations of the digital pen as a data collection tool for children's drawing we utilise examples from two different research projects, one with Australian children and the other with Canadian children. [This paper is the second in a symposium of four papers. For the first paper, &quot;Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge,&quot; see ED604537. For the third paper, &quot;The Nature of Young Children's Attitudes towards Mathematics,&quot; see ED604539. For the fourth paper, &quot;Coding Young Learners' Pictorial Responses to an Open-Ended Assessment Task,&quot; see ED604540.]
The Nature of Young Children&apos;s Attitudes towards Mathematics
Author: Quane, Katherine
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Elementary School Students,Young Children,Freehand Drawing,Foreign Countries,Mathematics Instruction,Negative Attitudes,Self Concept

This paper contributes to the Symposium: &quot;Research methods involving children's drawings in mathematical contexts&quot; by providing insight into young children's attitudes towards mathematics through the use of drawings. Children in Years 2 and 3 (n=25) participated in this study which aimed to identify a range of attitudes towards mathematics using the Three-dimensional Model of Attitude (Zan &amp; Di Martino, 2007). The analyses illustrate drawings in conjunction with written responses, interviews and classroom observations offers authentic evidence of young children's attitudes towards mathematics. Further, findings indicate that children's Vision of Mathematics contributes significantly to their overall attitude. [This paper is the third in a symposium of four papers. For the first paper, &quot;Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge,&quot; see ED604537. For the second paper, &quot;Capturing the Mathematical Drawing Process Using a Digital Pen,&quot; see ED604538. For the fourth paper, &quot;Coding Young Learners' Pictorial Responses to an Open-Ended Assessment Task,&quot; see ED604540.]
Coding Young Learners&apos; Pictorial Responses to an Open-Ended Assessment Task
Author: Cheeseman, Jill
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Freehand Drawing,Student Evaluation,Evaluation Methods,Knowledge Level,Scientific Concepts

Following the teaching of a unit on mass measurement to 274 children (6 to 8 years of age), each of 13 classroom teachers administered an open-ended assessment task. Children represented their perceived knowledge of mass measurement in response to an &quot;Impress Me&quot; prompt. Drawn and written recordings were complex and multi-dimensional, ranging from drawings and/or descriptions of activities children had undertaken or materials they had used, to the articulation of understandings related to foundational ideas of measure. The complexity of categorising and coding the pictorial responses of children is central to this paper. Interpreting children's drawings is not straightforward and this has implications for classroom teachers. [This paper is the fourth in a symposium of four papers. For the first paper, &quot;Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge,&quot; see ED604537. For the second paper, &quot;Capturing the Mathematical Drawing Process Using a Digital Pen,&quot; see ED604538. For the third paper, &quot;The Nature of Young Children's Attitudes towards Mathematics,&quot; see ED604539.]
Voices from the Field: How Community Colleges Are Advancing Equity in Career and Technical Education
Author: Dalporto, Hannah
Date: 2020-04-00
Type: Reports - Research
Subjects: Community Colleges,Equal Education,Vocational Education,Nontraditional Students,Student Recruitment,Student Diversity,Academic Persistence,Graduation,Outcomes of Education,Student Personnel Services,Two Year College Students

A changing economy and rapid advancements in technology have resulted in mismatches between employers' needs and workers' skills in a number of fields -- and are likely to continue to generate new ones. Many people in postsecondary education and workforce development see community college career and technical education (CTE) as a way to fill shortages in the labor market while providing a pathway to economic mobility for many Americans. CTE provides occupational preparation and training that often culminates in shorter-term credentials such as certificates; it may or may not provide credits that can be used for college degrees. One important question about CTE programs at community colleges is: Are they equipped to provide those pathways to economic mobility equitably (that is, regardless of individuals' races, ethnicities, genders, socioeconomic backgrounds, or geographic regions, or the intersection of these characteristics)? In 2019, MDRC's Center for Effective CTE conducted a scan of notable community college CTE programs across the country to identify promising practices and common challenges. During the conversations held as part of the scan, it became evident that as CTE programs try to address skill gaps in the labor market, many have also already begun to address equity in creative ways. MDRC's scan revealed that community college CTE programs are increasingly committed to achieving equity goals. It also revealed some common promising practices they are adopting to increase opportunity and reduce equity gaps (that is, differences in outcomes between social groups). These practices apply to various points along the education pathway, from outreach and recruitment to postemployment support. This brief discusses factors that can contribute to inequities in community college CTE programs and then provides examples of strategies that the colleges in MDRC's scan are using to try to address those factors. Where applicable, the brief also draws on evidence from the field. In the absence of clearer evidence specific to nontraditional students and students of color in community college CTE programs, evidence that shows positive effects on all students in a variety of community college programs is used.
Lessons from MDRC&apos;s Postsecondary Research: Toward Better College Completion Rates. Issue Focus
Author: MDRC
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Low Income Students,College Students,Educational Research,Postsecondary Education,Graduation Rate,Evidence Based Practice,Academic Achievement

Low-income students in college face many challenges, including meeting college tuition and related costs as well as competing demands on their time from work, their studies, or family obligations. They may not be prepared for college academically. They may also lack the skills and experiences on which other students rely to help them navigate through college, or the social and family support that can help them overcome difficulties in college. MDRC has developed a deep body of evidence on interventions designed to help low-income college students succeed. This Issue Focus looks back over nearly 20 years of rigorous evidence on what works in postsecondary education to draw lessons that can help colleges and policymakers as they work to improve college completion rates for low-income students.
Post-Secondary Central Data Warehouse Standard Reports, Oct 2019 Data Submission
Author: Ministry of Advanced Education, Skills and Training (Canada)
Date: 2019-12-12
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Postsecondary Education,Community Colleges,Technical Institutes,Universities,College Students,Student Characteristics,Foreign Students,Age Groups,Males,Females,Intellectual Disciplines,Canada Natives,Credentials,Academic Degrees,Enrollment

This report reflects student-level data submitted by 21 of British Columbia's (BC) public post-secondary institutions, including colleges, institutes and seven universities. Since June 2002, a data quality management plan has been in place to measure and improve the overall quality of data in the Central Data Warehouse. This plan was revised in 2013. The ministry acknowledges the effort and co-operation of the public post-secondary institutions for ongoing improvement in the quality of post-secondary enrollment and credential data. University of British Columbia, University of Victoria, Simon Fraser University and University of Northern British Columbia are not included in these reports. [For &quot;Post-Secondary Central Data Warehouse Standard Reports: May 2018 Data Submission,&quot; see ED590270.]
Denver School of Science and Technology: Cole High School. Case Brief
Author: Taub, Deborah
Date: 2017-12-00
Type: Reports - Research
Subjects: High Schools,Charter Schools,Urban Schools,Institutional Characteristics,Students with Disabilities,High School Students,Special Education,Curriculum Development,Academic Achievement,Coaching (Performance),Faculty Development,High School Teachers

The Denver School of Science and Technology (DSST) is a charter network made up of eight middle schools and seven high schools. The network enrolls 5,000 students in grades 6-12 across the city of Denver, including nearly 400 at Cole High School. DSST's mission is to transforms urban public education by eliminating educational inequity and preparing all students for success in college and the 21st Century. DSST provides a diverse student body with an outstanding secondary liberal arts education with a science and technology focus. By creating a powerful learning community centered on core values and a shared commitment to academic excellence, DSST seeks to increase the number of underrepresented students attaining college science and liberal arts degrees. This research brief highlights charter schools that are achieving remarkable success with students with disabilities. The research protocol was based on research-based practices related to inclusion, effective teaching, equitable funding, school-wide systems of support, and administrative structures such as professional development, staffing, and communications.