ethanporcaro/eric-fulltext-meta huggingface dataset:
Beginning Inference in Fourth Grade: Exploring Variation in Measurement
Author: English, Lyn
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 4,Mathematics Instruction,Elementary School Mathematics,Error of Measurement,Foreign Countries,Longitudinal Studies,Measurement

This paper addresses one of the foundational components of beginning interference, namely variation, with 5 classes of Year 4 students undertaking a measurement activity using scaled instruments in two contexts: all students measuring one person's arm span and recording the values obtained, and each student having his/her own arm span measured and recorded. The results included documentation of students' explicit appreciation of the variety of ways in which variation can occur, including outliers, and their ability to create and describe valid representations of their data.
How Do Adults Perceive, Analyse and Measure Slope?
Author: Duncan, Bruce
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Measurement,Preservice Teachers,Algebra,Calculus,Surveys,Measurement Techniques,Semi Structured Interviews,Foreign Countries

Slope is a mathematical concept that is both fundamental to the study of advanced calculus and commonly perceived in everyday life. The measurement of steepness of terrain as a ratio is an example of an everyday application the concept of slope. In this study, a group of pre-service teachers were tested for their capacity to mathematize the measurement of steepness. Findings suggest that accuracy in the measurement of steepness may be related to success in linear algebra as they are both related to the perception of slope as a ratio.
How Heavy Is My Rock? An Exploration of Students' Understanding of the Measurement of Weight
Author: Drake, Michael
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematical Concepts,Interviews,Adolescents,Secondary School Students,Measurement,Skill Development,Mathematics Skills,Measurement Equipment,Knowledge Level

New Zealand and Australian curricula require students to learn about weight/mass for at least six years. However, little research identifies what should be taught. This study reports cognitive interviews with 17 Year 9 students who were asked &quot;how heavy is my rock?&quot; Only one student demonstrated some understanding of how to use analogue kitchen scales, most had multiple errors. Results suggest that teachers would benefit from better guidance about teaching the skill set needed for such a task.
New Mexico Educator Equity Plan
Author: New Mexico Public Education Department
Date: 2015-11-03
Type: Reports - Evaluative
Subjects: Public Education,Equal Education,Teacher Effectiveness,Preservice Teacher Education,Teacher Recruitment,Teacher Persistence,Teacher Competencies,Faculty Development,Stakeholders,Participation,Minority Group Students,Low Income Students,Academic Achievement,Low Achievement,Beginning Teachers,Experienced Teachers,Teacher Qualifications,Cultural Awareness,State Programs,Glossaries

Both the U.S. Department of Education and the New Mexico Public Education Department (PED) believe that equal opportunity is a core American value. Equal access to excellent education provides meaningful opportunities for students to achieve their goals. Recognizing that family income and race often predicts a student's ability to access excellent education in our country, the U.S. Department of Education asked state education agencies, including PED, to submit a State Educator Equity Plan in accordance of Title I of the Elementary and Secondary Education Act. These reports must express how the state will take steps to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers. The public K-12 education system in New Mexico serves over 330,000 students through 89 school districts and 96 charter schools. New Mexico's student population is 60% Hispanic and 75% minority. Over two-thirds of the state's students qualify for free or reduced price lunch. The state's demographics add urgency to this plan, as any unequal access minority or economically disadvantaged students impacts a majority of the state. This report is PED's response to this call to ensure equal access to all students to an excellent education. The report features the following 7 sections: (1) Stakeholder Engagement--delivers a summary of our engagement process, including those invited; (2) Effectiveness: The Foundation for Equity--provides a rationale for why our Educator Equity Plan focuses on teacher effectiveness; (3) Glossary of Terms--interprets selected terms used in New Mexico's Educator Equity Plan; (4) Equity Gap Analysis--examines student gaps in equal access to effective teachers; (5) Root Cause Analysis--investigates the root causes for our identified equity gaps; (6) Current Strategies for Eliminating Equity Gaps--explains current efforts for eliminating equity gaps; and (7) Ongoing Monitoring and Support and Future Analysis--provides a plan of how PED will share progress in eliminating equity gaps and next steps the Department plans on taking. Educator Equity Profile is appended.
New Mexico Response to Intervention Framework Manual
Author: New Mexico Public Education Department
Date: 2014-12-00
Type: Guides - Non-Classroom
Subjects: Response to Intervention,Individualized Instruction,Positive Behavior Supports,Screening Tests,Intervention,Progress Monitoring,Disabilities,Federal Legislation,At Risk Students,Referral,English Language Learners,Special Education,Individualized Education Programs,Gifted,Eligibility,Identification,Elementary Secondary Education

This manual details the instructional framework and guidance on the Response to Intervention (RtI) process in New Mexico. The manual includes: (1) a section on each of the three instructional tiers; (2) a glossary of key terms; (3) sample forms to assist with the Student Assistance Team (SAT) process; and (4) key resources for teachers.
Great Expectations: Teaching Mathematics in English to Indigenous Language Speaking Students
Author: Edmonds-Wathen, Cris
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,English (Second Language),Indigenous Populations,Teacher Attitudes,Ethnography,Prior Learning,Language Usage,Semi Structured Interviews,Observation,Primary Education,Elementary School Teachers,Early Childhood Education,Language of Instruction

Effective mathematics teaching for Indigenous language speaking students, currently the lowest achieving group in Australia, needs to be based on fair expectations of both students and teachers. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers' decisions regarding level of mathematics curriculum taught were informed by students' prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught.
Making Connections between Multiplication and Division
Author: Downton, Ann
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Multiplication,Arithmetic,Grade 3,Elementary School Mathematics,Foreign Countries,Mathematics Achievement,Mathematics Teachers,Word Problems (Mathematics),Interviews

This paper reports on 13 Grade 3 students' approaches to partitive and quotitive division word problems. Of particular interest was the extent to which students drew on their knowledge of multiplication to solve division problems. The findings suggest that developing a relationship between multiplication and division is more significant than differentiating the types of division.
Teacher Candidates' Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation between the Two?
Author: Akçaoglu, Mustafa Öztürk
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Learning Strategies,Self Efficacy,Correlation,Gender Differences,Questionnaires,Likert Scales,Multivariate Analysis,College Students,Foreign Countries,Statistical Significance

The current study aimed to identify teacher candidates' learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of education. To collect data, The Motivated Strategies for Learning Questionnaire (MSLQ) and Academic Self-Efficacy Scale were used. During the analysis phase of the study besides descriptive statistics, bivariate correlation and multivariate analysis of variance were carried out. The findings revealed that there was a significant correlation between the learning strategies rehearsal,organization, metacognitive self-regulation, association, time/study environmental, and peer learning and help seeking. The results MANOVA revealed significant relations between rehearsal, organization, metacognitive self-regulation strategies and departments and gender. Furthermore, the findings indicated that the teacher candidates had an overall high academic self-efficacy levels.
Center for Collegiate Mental Health (CCMH) 2009 Pilot Study: Executive Summary. Publication No. STA 09-160 MPC105808
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Mental Health,College Students,Data Collection,Pilot Projects,Colleges,Institutional Characteristics,Student Characteristics,Incidence,Mental Disorders,Violence,Psychotherapy,Academic Achievement,Alcohol Abuse,Substance Abuse,Eating Disorders,Human Body,Self Concept,Military Service,Trauma,Religion,Context Effect

The Center for Collegiate Mental Health (CCMH) represents a collaborative, multi-disciplinary effort combining the expertise of mental health treatment providers, psychological researchers, industry, and information sciences and technology. This report outlines a preliminary effort to describe the range of information on college student mental health that could be accessed via a comprehensive long-term strategy. As a result of nearly five years of unprecedented collaboration, a pilot test of the CCMH infrastructure produced data on over 28,000 students receiving mental health services at 66 institutions during the fall semester of 2008. Because it is not possible to discuss the entire range of findings in this summary, this report offers an overview of salient findings observable in the data and describes what has been accomplished during its development in the following areas: (1) Collaborative Data Standards (2006); (2) Technical Integration (2008); (3) Data Flow (2009); and Information Dissemination (2009). [This report was made possible by: Collaborative efforts of over 140 university and college counseling centers; Titanium Software, Inc.; Association for University and College Counseling Center Directors (AUCCCD); and Penn State University's Division of Student Affairs.]
Center for Collegiate Mental Health (CCMH) 2016 Annual Report. Publication No. STA 17-74
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Annual Reports,Mental Health,College Students,Student Records,School Counseling,Symptoms (Individual Disorders),Student Characteristics,Gender Issues,Sexual Identity,Sexual Orientation,Homosexuality,Racial Differences,Ethnicity,Geographic Location,First Generation College Students,Instructional Program Divisions,Programs,Transfer Students,Housing,Place of Residence,Interpersonal Relationship,Drug Therapy,Hospitals,Self Destructive Behavior,Suicide,Violence,Sexual Abuse,Psychological Patterns,Trauma,Substance Abuse,Intervention,Family Role,Peer Influence,Disabilities,Extracurricular Activities,Religion,Income,Military Service,Critical Incidents Method,Scores,Counseling Effectiveness,Psychotherapy

During 2015-2016, the membership of the Center for Collegiate Mental Health (CCMH) grew to more than 400 institutions making this the largest and most comprehensive report on college students seeking mental health treatment to date. College and university counseling centers make this report possible by participating in a broad range of activities that contribute to both day-to-day clinical practice and the research on college student mental health. CCMH is deeply appreciative of each counseling center's participation and the efforts of their many partners who help to make this report possible each year. This report summarizes data contributed to CCMH during the 2015-2016 academic year, closing on June 30, 2016. De-identified data were contributed by 139 college and university counseling centers, describing 150,483 unique college students seeking mental health treatment (a 50% increase over last year); 3,419 clinicians; and over 1,034,510 appointments. The following are critical to understand when reading this report: (1) This report describes college students receiving mental health services, NOT the general college student population; (2) This report &quot;is not a survey&quot;. The data summarized herein is gathered during routine clinical practice at participating counseling centers, is de-identified, and then contributed to CCMH; (3) The number of clients will vary by question because not all questions are asked at each center and due to variations in the consent process by institution; (4) Counseling centers are required to receive IRB (institutional review board) approval at their institution in order to contribute anonymous, de-identified data. [This report was made possible by: Collaborative efforts of over 400 university and college counseling centers; Association of University and College Counseling Center Directors (AUCCCD); Titanium Software, Inc.; American Foundation for Suicide Prevention (AFSP); and Penn State University's Student Affairs.]
Inner-City Youth Development Organizations: Strengthening Programs for Adolescent Girls
Author: Hirsch, Barton J.
Date: 2000-05-00
Type: Reports - Research
Subjects: Urban Youth,Youth Programs,Females,Early Adolescents,Disadvantaged Youth,Youth Clubs,Minority Groups,Qualitative Research,Self Esteem,Program Effectiveness,Peer Relationship,Interpersonal Relationship,Ethnography,Surveys,Structured Interviews

The challenges of early adolescence are intensified for girls of color who live in disadvantaged urban communities. One response to the needs of these girls comes from the Boys &amp; Girls Clubs of America (BGCA), a youth development organization that has a long-standing presence in innercity neighborhoods. A gender equity initiative designed to strengthen programming for minority girls at a BGCA affiliate in a major urban center was examined. Drawing on initial qualitative findings, a conceptual framework is presented for understanding the ways in which the clubs can affect urban early adolescent girls' self-esteem. Several strategic choices confronting this initiative then are considered. The authors emphasize the creation of a &quot;home place&quot; that enables the development of self via organizational responsiveness to girls' voices, strong bonds between girls and staff, adaptive peer friendship cliques, and the development of programs that fuse the interests of girls and adult staff.
Improving Service Delivery for Children Affected by Trauma: An Implementation Study of Children's Institute, Inc.
Author: Manno, Michelle S.
Date: 2016-08-00
Type: Reports - Research
Subjects: Trauma,Delivery Systems,Violence,Intervention,Mental Health,Children,Family Programs,Family Counseling,Cognitive Restructuring,Behavior Modification,Counseling Techniques,Child Health,Holistic Approach,Evidence Based Practice,Health Services,Youth Programs,Individual Characteristics,Coping

There is overwhelming evidence that traumatic experiences in childhood--such as physical or sexual assault, gang violence, domestic violence, or sudden loss of a loved one--can lead to poor outcomes in adulthood. Research has identified evidence-based practices that improve outcomes for these children and families, and there has been a push at the federal level in recent years to increase the use of such practices in children's mental health care. However, many of the current services available lack evidence of their effectiveness. In this context, the Los Angeles-based Children's Institute, Inc. (CII), operates its wide range of programs and services, including clinical mental health services, early child care and Head Start programs, programs for parents and guardians, and youth development activities. Integrating and coordinating these services to address the holistic needs of children and families is a critical component of CII's service model, as is the use of evidence-based practices in mental health treatment when appropriate. The CII evaluation had two main components: an implementation study of CII's service model and a study of CII's delivery of evidence-based practices, including an in-depth fidelity study of its Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) services. Key findings included: (1) CII is achieving its goal of engaging clients in multiple services to holistically meet their needs; (2) Analysis of management information system data indicates that nearly a third of the children engaged in clinical services received an evidence-based practice; (3) Analysis also indicates that the dosage levels of Functional Family Therapy and TF-CBT--two prominent evidence-based practices at CII--were both in line with model expectations; and (4) The in-depth fidelity study of TF-CBT indicated that CII's implementation of the treatment model was aligned with that of other community-based organizations in similar fidelity studies. Data Analysis Limitations are appended.
The Ideas of the Students of Education Faculty about the European Union Education and Youth Programs
Author: Ergün, Muammer
Date: 2009-05-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Program Implementation,Student Attitudes,Educational Practices,Youth Programs,Cultural Differences,Social Values,Social Bias,Nationalism,College Students,Knowledge Level,Gender Differences,Foreign Policy

The most important issue that Turkey has been dealing with since the beginning of 2000s is the entrance to the European Union and the preparatory activities for this period. No what how it is evaluated, as an opportunity or a threat to which will break us off our cultural values, EU is a reality that our country faces. The programs such as FORCE, PETRA, COMETT and EUROTECHNET are the first programs which are implemented by the European Union at the beginning of 1980s. As the results were positive, European Union decided that the programs should go on and they decided that they should be brought together under the programs of &quot;Socrates and Leonardo da Vinci&quot;. The first implementations of these programs were carried out between 1995 and 1999 and they are being currently implemented. In this study which is called &quot;The Ideas of the Students of Education Faculty about the European Union Education and Youth Programs&quot;, the ideas of the students about these programs were searched for and their knowledge about these programs were uncovered. Scanning model was used in this study. Two question were asked to the students and they are: &quot;What do you think about the entrance of Turkey to the European Union?&quot; and &quot;What do you know about European Union Education and Youth Programs?&quot;. 36,7% of the students mentioned that they are skeptical about entering the European Union and 34,2% said that they did not approve of Turkey's entering the European Union. Among the reasons of disapproval of entrance to the Union are the ideas that our cultural values will be degenerated, that the solitary state of our country will be damaged, that European Union is biased against our country and that the period of entrance to the union is ambiguous and too long. It has been found out the students of Kastamonu University are negative against entering the European Union. 48,3% of the students at Kastamonu University and 42,9% of the students at Gazi University mentioned that they did not know anything about the Education Programs. It has been seen that the female students are more knowledgeable about the programs than the male students. The students of the third year grade were found out to be more knowledgeable about the programs.
New Mexico PreK Program Annual Report for School Year 2015-2016
Author: Jacobsen, Monique
Date: 2017-00-00
Type: Reports - Research
Subjects: Annual Reports,Public Education,Preschool Education,Early Childhood Education,Alignment (Education),Common Core State Standards,Faculty Development,Teacher Competencies,Inclusion,Culturally Relevant Education,Developmentally Appropriate Practices,Family Involvement,Best Practices,Educational Finance,Financial Support,School Districts,Charter Schools,Administrator Education,Student Characteristics,Ethnic Groups,Racial Differences,Preschool Teachers,Paraprofessional School Personnel

The purpose of the PreK Annual Report is to comply with statute and inform stakeholders regarding the Children, Youth and Families Department's (CYFD) and the Public Education Department's (PED) efforts and how these are connected to the State's current PreK initiatives. This funding was continued for the 2015-16 school year. In addition, CYFD received an appropriation to serve three-year-old children in Early PreK. New Mexico PreK programs highlighted in this report provide the following: (1) Alignment to the Common Core State Standards (CCSS); (2) Professional development (PD) that integrates early learning-responsive teaching and learning, inclusive school environments, and developmentally appropriate and culturally relevant curriculum; (3) Meaningful opportunities for family engagement (FE); and (4) Implementation of best practices for early childhood education in the following domains as defined in the &quot;New Mexico Early Learning Guidelines.&quot; The following are selected PED PreK program facts and accomplishments for the school year 2015-2016: (1) PED received $24,500,000.00 to fund PreK programs in school districts and charter schools, $3,500,000.00 of which was allocated from federal TANF (Temporary Assistance to Needy Families) funds; (2) PED contracted with 55 school districts and six State charter schools to serve 5,426 children at 141 school sites, with 1104 of these children receiving extended-day services; and (3) PreK administrator meetings/trainings were provided by PED PreK staff at the University of New Mexico (UNM) Continuing Education Building in Albuquerque on September 18 and 25, 2015; and March 3 and 18, 2016, with 182 total administrators in attendance. The following are selected CYFD PreK and Early PreK program facts and accomplishments for school year 2015-2016: (1) CYFD received $22,607,100.00 ($11,600.00 in state general funds and $11,007,100.00 in TANF funds for New Mexico PreK programs; (2) CYFD also received $3,952,900.00 ($1,952,900.00 in state general funds and $2,000,000.00 in TANF (Temporary Assistance to Needy Families) funds for New Mexico Early PreK programs; and (3) CYFD contracted with 75 community-based providers at 133 different sites to serve 3,264 children to provide PreK services. CYFD also contracted with 21 community based providers at 25 different sites to serve 453 children to provide Early PreK services. Supplemental figures are appended. A glossary and a list of acronyms are also provided.