ethanporcaro/eric-fulltext-meta huggingface dataset:
Algebra II California Content Standards: Standards Deconstruction Project. Version 2.0
Author: Boswell, Bonnie
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Mathematics Curriculum,Outcomes of Education,Algebra,Educational Objectives,Mathematics Instruction,Academic Standards,State Standards,Data Collection,Program Descriptions,Articulation (Education),Alignment (Education),Educational Assessment,Student Evaluation,Prior Learning,Taxonomy,Mathematics Skills,Exit Examinations,High Stakes Tests,Teaching Methods,High School Students,Junior High School Students,Middle School Students

This project was coordinated and funded by the California Partnership for Achieving Student Success (Cal-PASS) and Girard Foundation. Cal-PASS is a data sharing system linking all segments of education. Its purpose is to improve student transition and success from one educational segment to the next. The original version, Version 1.0, of this document was first published in 2006. This current version, Version 2.0, includes updates based on feedback from faculty across the state. Also a listing of the Algebra I California Content Standards organized into clusters has been added in Appendix #1. The Algebra II deconstruction project followed using the same procedure that was used for deconstructing Algebra I standards and has been supported by a generous grant from Girard Foundation. This document represents a comprehensive review by K-16 faculty to deconstruct and align Algebra II (Intermediate Algebra) standards. Appended are: (1) Algebra II California Content Standards by Cluster; (2) Developing Learning Targets for Algebra Standards (Deconstruction instructions); (3) Categorization of Educational Outcomes (Explanation and instructions); and (4) Sample Teaching Item for Standard #7. (Contains 1 footnote.)
The Concept of a Line: A Study of Its Development through the Grade Levels
Author: Ross, Judy
Date: 2011-04-01
Type: Reports - Research
Subjects: College Students,Community Colleges,Algebra,Mathematical Concepts,Problem Solving,State Standards,Intellectual Development,Academic Standards,Mathematics Curriculum,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Mathematics Achievement

This study originated from the realization that many community college students have significant difficulties with the concepts related to linear functions and their graphs even though these topics are included in the mathematics curriculum from about third grade onward. It is an attempt to identify possible gaps in the math standards in this area, as well as possible oversights in emphasis in classroom practice at various levels. In this document the authors have quoted standards pulled from several sources including California State Standards (1999) (CSS), the California Common Core Standards for Mathematics (CCCSM), Statement on Competencies in Mathematics Expected of Entering College Students, and the National Common Core Standards for Mathematics (CCSM). In addition, the Cal-PASS (California Partnership for Achieving Student Success) deconstruction documents for Algebra I through Precalculus and the San Diego County Department of Education's backward mapping project for algebra supplied the example problems throughout the document.
Setting up and Running a School Library. Information Collection and Exchange Publication No. ED204
Author: Baird, Nicola
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: School Libraries,Library Development,Library Administration,Library Services,Catalogs,Classification,Library Skills,Library Facilities,Library Materials,Developing Nations,Foreign Countries,Elementary Schools,Secondary Schools

This book explains how teachers can set up and run a successful school library. In it you will find advice and information on how to: (1) set up a small library and build bookshelves; (2) select books for your library; (3) make a written record of your school's books, pamphlets and other library stock such as newspapers, magazines, audio tapes and videos; (4) divide the library stock into subject areas; (5) choose the best method of letting students borrow library books; and (6) repair damaged books. In addition, you will find useful "teaching tips" throughout the book and, in chapter 16, the addresses of international organisations which may supply free books to your school. Appended are: (1) Junior Colour Code classification schedule; and (2) The VSO ECOE Programme. (Contains 40 figures.)
Geometry California Content Standards: Standards Deconstruction Project. Version 1.0
Author: Orr, Michael
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Geometry,Trigonometry,Educational Objectives,Mathematics Curriculum,High School Students,Junior High School Students,Middle School Students,Mathematics Instruction,Academic Standards,State Standards,Data Collection,Program Descriptions,Articulation (Education),Alignment (Education),Educational Assessment,Student Evaluation,Prior Learning,Taxonomy,Mathematics Skills,High Stakes Tests,Teaching Methods

This project was coordinated and funded by the California Partnership for Achieving Student Success (Cal-PASS). Cal-PASS is a data sharing system linking all segments of education. Its purpose is to improve student transition and success from one educational segment to the next. Cal-PASS' math deconstruction projects were initiated by the faculty serving on the math Professional Learning Councils after reviewing data on student transition. An Algebra I deconstruction process was devised by the participating faculty with suggestions from the San Bernardino County Unified School District math faculty (Chuck Schindler and Carol Cronk) and included adaptations of the work of Dr. Richard Stiggins of the Assessment Training Institute and Bloom's &quot;Taxonomy of Educational Objectives&quot; (B. S. Bloom, 1984,. Boston: Allyn and Bacon). The Algebra II project followed the same procedure. The Geometry deconstruction project continued with the procedure that was used for deconstructing Algebra I and II standards. The following document represents a comprehensive review by K-16 faculty to deconstruct and align Geometry standards. Appended are: (1) California Geometry Content Standards by Cluster; (2) Developing Learning Targets for Geometry Standards (Deconstruction instructions); (3) Categorization of Educational Outcomes (Explanation and instructions); and (4) Sample Teaching Items for Standards #8, #11, and #14.
A Glossary for Pre-Calculus
Author: Arnold, Bruce
Date: 2012-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: State Standards,Algebra,Calculus,Glossaries,Secondary School Mathematics,College Mathematics,Course Content,Mathematics Curriculum,High School Students,Mathematics Instruction,Academic Standards,Articulation (Education),Alignment (Education),Teaching Methods,Definitions,Trigonometry

In the deconstruction of the California state standards for trigonometry, linear algebra and mathematical analysis for the Cal-PASS (California Partnership for Achieving Student Success) Content Standards Deconstruction projects, it became apparent that terms were used for which no definition was given. The San Diego Central Cal-PASS Math Professional Learning Council felt that many of these terms might be unfamiliar to a precalculus instructor. Hence, a list of key terms and their appropriate definitions were developed, resulting in this document. These descriptions are intended to be explanatory rather than to provide precise mathematical rigor. Some terms, such as logarithms, are not included even though they are essential for calculus preparation because they do not appear in the precalculus standards.
Pre-Calculus California Content Standards: Standards Deconstruction Project. Version 1.0
Author: Arnold, Bruce
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Articulation (Education),Algebra,Geometry,Calculus,Trigonometry,Educational Objectives,Mathematics Curriculum,High School Students,Junior High School Students,Middle School Students,Mathematics Instruction,Academic Standards,State Standards,Data Collection,Program Descriptions,Alignment (Education),Educational Assessment,Student Evaluation,Prior Learning,Taxonomy,Mathematics Skills,Teaching Methods

This project was coordinated and funded by the California Partnership for Achieving Student Success (Cal-PASS). Cal-PASS is a data sharing system linking all segments of education. Its purpose is to improve student transition and success from one educational segment to the next. Cal-PASS' standards deconstruction project was initiated by the faculty serving on the math intersegmental councils after reviewing data on student transition. A deconstruction process was devised by the participating faculty with suggestions from the San Bernardino County Unified School District math faculty (Chuck Schindler and Carol Cronk) and included adaptations of the work of Dr. Richard Stiggins of the Assessment Training Institute and Bloom's &quot;Taxonomy of Educational Objectives&quot; (B. S. Bloom, 1984,. Boston: Allyn and Bacon). The Algebra II, Geometry, and Pre-calculus deconstruction projects followed using the same procedure that was used for deconstructing Algebra I standards. This document represents a comprehensive review by K-16 faculty to deconstruct and align Pre-calculus standards. Appended are: (1) Developing Learning Targets for Geometry Standards (Deconstruction instructions); (2) Categorization of Educational Outcomes (Explanation and instructions); (3) Sample Teaching Item for Trigonometry Standard #7; (4) Sample Teaching Item for Trigonometry Standard #8; and (5) Sample Teaching Item for Trigonometry Standard #9.
Libraries for All! How to Start and Run a Basic Library. Information Collection and Exchange Publication No. RE035
Author: Wendell, Laura
Date: 2012-07-00
Type: Guides - Non-Classroom
Subjects: Libraries,Developing Nations,Foreign Countries,Rewards,Community Leaders,Librarians,Library Science,Library Materials,Guides,Letters (Correspondence)

This book is for community leaders, librarians, library committees, volunteers, aid workers and others who are interested in the practical aspect of starting and maintaining a successful library. Throughout the developing world, countless dedicated people respond to the pressing need for information in their communities by helping to start a library. They often have no formal training in library science and overcome enormous difficulties to establish collections of resources that enrich their communities. This book is a practical guide to help communities meet the challenges of setting up and running a library. It was inspired by the author's own experiences setting up a library with a community in West Africa and shaped by letters from hundreds of other aid workers and community librarians from around the globe. First-hand experience with the frustrations, challenges and rewards of setting up a library has given me a deep sense of respect for and solidarity with community librarians facing similar challenges. Like many of them, the author is not a librarian by training and had to be very resourceful in seeking help and advice, which she has been fortunate to receive from many people and organisations. (Contains 30 figures and 5 footnotes.) [For an older version, "Libraries for All! How to Start and Run a Basic Library. Information Collection and Exchange Publication No. RE035," see ED521842.]
Sources of Donated Books for Schools and Libraries. Information Collection and Exchange Publication No. RE003
Author: Peace Corps
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Books,Donors,Library Development,Libraries,Schools,Developing Nations,Foreign Countries

This document is intended to help Peace Corps Volunteers and their counterparts identify organizations that might provide books and other educational materials for schools and libraries in their communities. The services described for each organization listed in Section A apply specifically to Peace Corps Volunteers. The services and procedures for organizations listed in Section B apply to counterparts or other host country nationals requesting assistance directly. A list of sources is presented.
Sustainable Library Development Training Package
Author: Peace Corps
Date: 2012-10-00
Type: Guides - Non-Classroom
Subjects: Sustainable Development,Library Development,Library Services,Information Sources,Classification,Field Trips,Developing Nations,Foreign Countries,Volunteer Training

This Sustainable Library Development Training Package supports Peace Corps' Focus In/Train Up strategy, which was implemented following the 2010 Comprehensive Agency Assessment. Sustainable Library Development is a technical training package in Peace Corps programming within the Education sector. The training package addresses the Volunteer competency, "Facilitate improved teaching and learning skills and practices." The purpose of this Sustainable Library Development Training Package is to support and provide guidance to Peace Corps Volunteers engaged in library projects as both primary work assignments and secondary project activities. The training package is intended to strengthen the work of Volunteers in partnership with their communities and to help Peace Corps better demonstrate its impact. This training package includes detailed session plans that provide a foundation in sustainable library development for all trainees or Volunteers in education projects that include library development, or for any Volunteer who expects to undertake a library project activity as a secondary project. The post programming and training staff should review these session plans in advance to adapt them to the local context--including any language, culture, and gender issues--and develop a plan for implementation. There are eight sessions in the training package: One session is a stand-alone session for trainees in pre-service training (PST); the remaining seven sessions are designed for use as an in-service training (IST) workshop with Volunteers or Volunteers and their counterparts. Posts are also encouraged to share the training package with Volunteers, who may adapt the sessions to facilitate workshops in their own communities. Peace Corps posts that offer training in sustainable library development will pilot as many of these sessions as possible during FY12. Field feedback is a critical part of the Sustainable Library Development Training Package roll out. After these sessions have been piloted in the field, feedback from overseas programming and training staff will shape further improvements to the training package. (Contains 15 footnotes.)
Using Participatory Analysis for Community Action: Idea Book. Information Collection and Exchange Publication No. M0086
Author: Peace Corps
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Community Action,Foreign Countries,Community Leaders,Nongovernmental Organizations,Volunteer Training,Volunteers,Program Design,Program Administration,Sustainable Development,Sex Role,Acquired Immunodeficiency Syndrome (AIDS),Needs Assessment,Interviews,Community Resources

This idea book addresses key concepts in two earlier Peace Corps' publications, "Participatory Analysis for Community Action (PACA) Manual" [ICE No. M0053], and the "Gender and Development Training Manual" [ICE No. M0054]. These previous resources were large training manuals that introduced PACA to staff and Volunteers in the context of the Peace Corps' approach to development. Since PACA now has been used in the agency for many years, this idea book was designed to give a focused history and description of PACA, while sharing excellent examples from the field that illustrate how Volunteers and their communities, host country organizations and Peace Corps projects have used these tools successfully. It is also intended to supplement exercises in the core preservice training manual "Roles of the Volunteer in Development" [ICE No. T0005]; or reinforce foundational skills during or prior to in-service training--complementing The New Project Design and Management (PDM) Training Manual [ICE No. T0107]. Although "PACA: Using Participatory Analysis for Community Action" was written for Peace Corps Volunteers, their counterparts, and staff, the gender-sensitive participatory approach can be used by any group or organization. In fact, though Peace Corps Volunteers are sometimes referred to as the primary "development workers," the impact of their work can have a wider impact if other community leaders, office managers, youth groups, administrators, educators, or NGOs also understand how to use a capacity-building framework to strengthen groups with whom Volunteers live and work. Appended are: (1) Bringing the Tools Together: What it Really Looks Like; (2) From Tools to AIDS Action; and (3) Adaptation of the Niger PACA Training Handbook. (Contains 3 figures and 12 footnotes.)
Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction
Author: Carpenter, Shana K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Memory,Intervals,Retention (Psychology),Educational Improvement,Mathematics,Mathematics Instruction,Mathematics Education

Every day students and instructors are faced with the decision of when to study information. The timing of study, and how it affects memory retention, has been explored for many years in research on human learning. This research has shown that performance on final tests of learning is improved if multiple study sessions are separated--i.e., "spaced" apart--in time rather than massed in immediate succession. In this article, we review research findings of the types of learning that benefit from spaced study, demonstrations of these benefits in educational settings, and recent research on the time intervals during which spaced study should occur in order to maximize memory retention. We conclude with a list of recommendations on how spacing might be incorporated into everyday instruction. (Contains 3 figures.) [This work was partially funded by the James S. McDonnell Foundation.]
Interleaving Helps Students Distinguish among Similar Concepts
Author: Rohrer, Doug
Date: 2012-00-00
Type: Journal Articles
Subjects: Problem Solving,Learning Strategies,Mathematics,Mathematics Instruction,Mathematics Education,Discrimination Learning,Scores

When students encounter a set of concepts (or terms or principles) that are similar in some way, they often confuse one with another. For instance, they might mistake one word for another word with a similar spelling (e.g., allusion instead of illusion) or choose the wrong strategy for a mathematics problem because it resembles a different kind of problem. By one proposition explored in this review, these kinds of errors occur more frequently when all exposures to one of the concepts are grouped together. For instance, in most middle school science texts, the questions in each assignment are devoted to the same concept, and this "blocking" of exposures ensures that students need not learn to distinguish between two similar concepts. In an alternative approach described in this review, exposures to each concept are "interleaved" with exposures to other concepts, so that a question on one concept is followed by a question on a different concept. In a number of experiments that have compared interleaving and blocking, interleaving produced better scores on final tests of learning. The evidence is limited, though, and ecologically-valid studies are needed. Still, a prudent reading of the data suggests that at least a portion of the exposures should be interleaved. (Contains 4 figures.)
Co-Teaching vs. Solo-Teaching: Effect on Fourth Graders' Math Achievement
Author: Almon, Sheanoka
Date: 2012-11-00
Type: Reports - Research
Subjects: Academic Achievement,Special Education,Predictor Variables,Classes (Groups of Students),Special Education Teachers,Grade 4,Elementary School Mathematics,Mathematics Achievement,Federal Legislation,Educational Strategies,Elementary Schools,Action Research,Team Teaching,Regular and Special Education Relationship,Comparative Analysis,Pretests Posttests,Number Concepts,Multiplication,Arithmetic,Inclusion

As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to investigate the comparative effects of co-teaching versus solo-teaching on student's math achievement in elementary school. Study participants included two fourth grade classes in an elementary school, one with a regular education (solo-teaching) and the other with the same regular education teacher and a special education teacher for the co-taught class. The independent variable is the teaching arrangement (co taught class vs. a solo-taught class) as considered by the school system and the dependent variable is the math achievement as measured by Number Sense, Multiplication, and Division pre and post test units. Comparison of student math achievement between co-teaching and solo-teaching showed that solo teaching was more effective than co-teaching on student's achievement in Multiplication, co-teaching was more effective on student achievement in the Number sense unit than solo-teaching, and that no statistical difference was shown between co-teaching and solo teaching in their effect on student learning in the Division unit. It is concluded that both solo teaching and co-teaching were beneficial to the two different groups of students within their various learning environments. Further experimental research is needed. (Contains 5 tables.)
Civic Skills and Federal Policy. Fact Sheet
Author: CIRCLE (The Center for Information and Research on Civic Learning and Engagement)
Date: 2010-05-02
Type: Reports - Descriptive
Subjects: Citizenship Education,Economic Progress,Educational Opportunities,Participation,Citizenship Responsibility,Skill Development,Educational Trends,Trend Analysis,Capacity Building,Critical Theory,Equal Education,Federal Programs,Public Policy

Citizens can improve their communities, the government, and the nation through active civic engagement and collaboration. To do so requires skills. Educational programs and other government-supported initiatives have been shown to enhance Americans' civic skills and their levels of engagement. But these programs and other opportunities are scarce and unequal, often provided to people who are already the most likely to be engaged. A lack of civic learning opportunities not only inhibits Americans' civic participation, but also has harmful consequences for their academic and economic progress. Skill gaps in Organizing Activities by Demographic Groups (Source: ANES 2008-2009) are appended. (Contains 1 table, 5 figures and 9 notes.)