ethanporcaro/eric-fulltext-meta huggingface dataset:
Putting Students at the Center of Reform. Condition of Education in the Commonwealth [2017 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Early Childhood Education,Teacher Effectiveness,College Preparation,Transitional Programs,Academic Achievement,Educational Attainment,Higher Education,Elementary Secondary Education,Educational Improvement,Educational Policy,Public Education,Student Centered Learning,Disabilities,Student Needs,Competency Based Education,Instructional Leadership,School Community Relationship,Educational Change

This year's Condition of Education &quot;Action Guide&quot; offers a series of policy and practice changes to support a student-centered approach to education. Student-Centered Learning (SCL) is any instructional approach that begins with the needs and interests of the individual learner and engages students as drivers of their own learning. SCL fosters motivation and self-efficacy, which research links to improved achievement. Students get targeted support in areas where they struggle and accelerate where they demonstrate mastery, allowing educators to focus limited time and resources where they can have the greatest impact. [For the 2017 Data Report, see ED589438.]
&quot;Does This Mean That Kindergarten Will Be a Remedial Year?&quot;
Author: Perry, Bob
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Kindergarten,Mathematics Education,Preschool Children,Play,Early Intervention,Educational Research,Early Childhood Education,Educational History,Educational Trends,School Readiness,Foreign Countries

At MERGA, I presented a paper entitled &quot;Mathematics in the Pre-School,&quot; which was a summary of tentative ventures into this emerging field. The role of the prior-to-school years in children's mathematics learning was not yet under serious consideration but an understanding of the importance of play in children's experiences was building. Forty years on, early childhood mathematics education is perceived as a critical frontier for mathematics education and other (e.g., psychology, sociology, childhood and family studies) research. Early intervention is seen as the Holy Grail. In this brief paper, I identify some of the achievements and some of the side effects of this changing context.
The Interplay between Pre-Service Teachers&apos; Intentions and Enacted Mathematical Content Knowledge in the Classroom
Author: Daniel, Leah
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Intention,Pedagogical Content Knowledge,Mathematics Instruction,Secondary School Teachers,Mathematics Teachers,Algebra,Foreign Countries,Knowledge Level

Pre-service teachers (PSTs), like practising teachers, enact their mathematical content knowledge (MCK) in pursuit of instructional goals during lessons. In this study, I explored the relationship between six secondary mathematics pre-service teachers' goals and the MCK that they chose to enact in 10 lower secondary algebra lessons. The findings indicate that PSTs enact stronger aspects of their MCK when they pursue goals that pertain to making mathematical connections rather than procedural mastery. Also, live classroom interactions with confused students can positively impact the instructional goals that preservice teachers form and the quality of MCK that they enact.
Pricing: Exploring the Intersection between Values, Maths, Finance, and Entrepreneurship
Author: Sawatzki, Carly
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Grade 5,Grade 6,Fund Raising,Entrepreneurship,Values,Language Skills,Literacy,Decision Making,Problem Solving,Relevance (Education),Money Management,Elementary School Mathematics

In this paper, I explore data collected from more than 300 Year 5 and 6 students in four government primary schools in urban Darwin. Students were asked to respond to real-world problem contexts involving fundraising as an example of an enterprise activity. The findings reveal that familiarity with the problem context, personal values, and language and literacy skills influenced students' decisions how to price goods for sale. It is argued that contextualised learning tasks that require students to apply mathematical, financial, and entrepreneurial thinking can provide insights into students' family backgrounds, personal values, and learning needs while guiding and informing culturally responsive teaching.
Peer Observation as Professional Learning about Mathematical Reasoning
Author: Herbert, Sandra
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Observation,Elementary School Teachers,Logical Thinking,Mathematics,Mathematics Instruction,Elementary School Mathematics,Professional Development,Teacher Collaboration

Mathematical reasoning features in curriculum documents around the world, but is understood and enacted poorly by teachers in classrooms. We explore teachers' noticing of reasoning during observed lessons. Two teams of primary teachers in Canada and Australia worked to plan, deliver, and observe lessons intended to include reasoning. They observed each other teaching a lesson that was planned with the assistance of a researcher, and later, a researcher observed each post-lesson discussion. Given the reported benefits of teachers' noticing of reasoning during peer-observed lessons, targeted professional learning support is required to further enact teachers' peer discourse to facilitate mathematical reasoning.
Perceived Changes in Teachers&apos; Knowledge and Practice: The Impact on Classroom Teachers from Leader Participation in Whole-School Reform of Mathematics Teaching and Learning
Author: Roche, Anne
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Administrator Role,Principals,Teaching Methods,Knowledge Level,Professional Development,Educational Change,Mathematics Instruction,Participation,Program Effectiveness,Mathematics Teachers,Foreign Countries,Catholic Schools

Thirty primary classroom teachers quantified perceived changes in their practice and knowledge attributed to their school leaders' participation in a six-day course focused on leaders designing and implementing a whole-school reform of mathematics teaching and learning, and the school-based professional learning that followed. The project and framework underpinning the reform are outlined, and the teachers' reported changes in pedagogical practices are described. Teachers identified many changes in pedagogy and growth in knowledge. Not surprisingly, changes in pedagogical practices were even greater for specialist mathematics teachers who had also participated in a separate six-day course.
Annual State of Public Education Report, SY 2016-2017
Author: Guam Department of Education
Date: 2017-10-00
Type: Reports - Research
Subjects: Annual Reports,Public Education,Demography,Academic Achievement,Graduation Rate,Dropout Rate,Benchmarking,Institutional Characteristics,Teacher Certification,Teacher Placement,Educational Finance,Budgets,Teacher Salaries,Best Practices,Costs,Educational Objectives,School Districts,Profiles,Educational Assessment,Outcomes of Education,Preschool Education,School Personnel,Accountability,Expenditures,Scores,Standardized Tests,Enrollment,Elementary Secondary Education,Elementary Schools,Middle Schools,High Schools,Gender Differences,Student Characteristics,Ethnicity,Reading Achievement,Mathematics Achievement,Science Achievement,Social Studies,Disabilities,Special Education,Alternative Assessment,Academic Accommodations (Disabilities),Testing Accommodations,Administrators,Certification,Librarians,School Counselors,Educational Indicators,Program Effectiveness,College Readiness,Individualized Education Programs

The Guam Department of Education (GDOE) presents this report in compliance with Guam Public Law 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report (ASPER): (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Board; (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and schools' staff, including certification and assignment of teachers and staff experience; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student learning. In providing information on the characteristics of schools and performance of students, reports of this nature have served as a means for identifying strengths and challenges of the district, while highlighting the collaborative efforts to bring the vision that all GDOE students will be respectful, responsible and ready for life. This year's report is divided into the following sections: (1) Introduction; (2) District Profile; (3) Assessments and Outcomes; (4) Graduation and Drop Out Rates; (5) Pre-K Program; (6) Personnel Quality and Accountability; (7) Budget and Expenditures; (8) School Exemplary Programs and Accomplishments; and (9) Appendices. [For the 2015-2016 report, see ED573481.]
The State of the Worlds Children 2017: Children in a Digital World
Author: Keeley, Brian, Ed.
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Children,Influence of Technology,Access to Computers,Disadvantaged,Information Technology,Internet,Opportunities,Risk,Child Safety,Privacy,Futures (of Society),Foreign Countries

&quot;The State of the World's Children 2017&quot; examines the ways in which digital technology has already changed children's lives and life chances -- and explores what the future may hold. If leveraged in the right way and made universally accessible, digital technology can be a game changer for children being left behind -- whether because of poverty, race, ethnicity, gender, disability, displacement or geographic isolation -- connecting them to a world of opportunity and providing them with the skills they need to succeed in a digital world. But unless we expand access, digital technology may create new divides that prevent children from fulfilling their potential. And if we don't act now to keep pace with rapid change, online risks may make vulnerable children more susceptible to exploitation, abuse and even trafficking -- as well as more subtle threats to their well-being. This report argues for faster action, focused investment and greater cooperation to protect children from the harms of a more connected world -- while harnessing the opportunities of the digital age to benefit every child. The Perspectives section includes: (1) Realizing Limitless Possibilities: Technology Empowers People with Disabilities (Kartik Sawhney); (2) How Digital Technologies Herald a Bright Future (Karim Sy and Laura Maclet); (3) A Vision for the Future: Reflections on Children's Rights in the Digital Age (Pony Ma); (4) Are You Tattooed … Yet? (Juan Enriquez); (5) Look, Mum, No Data! (Anab Jain); (6) Hey, Alexa, Should I Wear the Pink or the Sparkly Dress Today? (Rachel Botsman); and (7) Empowering Children to Engage in the Digital World (Niels B. Christiansen).
Studying Again: Former Associate Degree, Diploma, and Certificate Students Who Continue Their Education. Information Paper
Author: BC Student Outcomes (Canada)
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Education,Student Characteristics,Postsecondary Education,Educational Certificates,Associate Degrees,Intellectual Disciplines,Student Mobility,Geographic Location,Institutional Characteristics,Student Satisfaction,College Transfer Students,Readiness,College Students,Adult Students,Age Differences,Gender Differences

Since its inception almost 30 years ago, BC Student Outcomes has looked at the outcomes of students who have taken associate degree, diploma, and certificate programs. Subsequent study or further education has always been considered an important outcome for the students who leave these programs. Each year for the last two decades, between 40 and 48 percent of respondents have taken some form of further studies. These studies range from continuing education courses for personal interest to credential programs in baccalaureate and postgraduate programs. The information for this paper comes from the Diploma, Associate Degree, and Certificate Student Outcomes Survey, which is conducted annually, approximately one and a half years after students leave their programs. Unless otherwise noted, the information comes from the 2016 survey. The paper looks at who took further education (demographics, program and credential, over time), what their pathways to continued learning were (previous education, location, destination studies, over time), and what their experience was (satisfaction with education, transfer credits, prepared for further studies). Lastly, it provides a portrait of those who were studying at the time they were surveyed. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, Skills and Training, the participating British Columbia post-secondary institutions, and the Industry Training Authority.]
An Annual Report to the Legislature on English Language Learners, 2016-17
Author: Oregon Department of Education
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: English Language Learners,State Legislation,Student Characteristics,School Districts,Educational Finance,Student Educational Objectives,Demography,Expenditures,Funding Formulas,Tables (Data),Economically Disadvantaged,Student Mobility,Homeless People,Migrants,Poverty,Native Language,Enrollment,Elementary School Students,Secondary School Students,Disabilities,Special Education,Academic Achievement,Language Proficiency,Academic Standards,Graduation Rate,Dropout Rate,Discipline,Incidence,Bilingual Students

The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016). This report provides financial information for English language learner (ELL) programs, the objectives and needs of students eligible for and enrolled in an English language learner program, and information on the demographics of students in English language learner programs in each school district. In addition, this report serves as a tool that makes data on English language learners accessible to researchers, media, students and parents. [For the previous report &quot;An Annual Report to the Legislature on English Language Learners, 2015-16,&quot; see ED594298.]
Stay in School: An Update on Teacher Workforce Trends in Metro Milwaukee
Author: Chapman, Anne
Date: 2017-12-00
Type: Reports - Research
Subjects: Educational Trends,Public School Teachers,Faculty Mobility,Labor Force,Teacher Characteristics,Age,Metropolitan Areas,Teacher Persistence,Tables (Data),Teacher Shortage,Teaching Experience,Teacher Retirement,Enrollment Trends,Student Characteristics,School Districts,Age Differences,Teacher Supply and Demand

This is the third in a series of reports on public school educators in the Milwaukee area. It provides an updated analysis to a previous report, &quot;Help Wanted: An Analysis of the Teacher Pipeline in Metro Milwaukee.&quot; This report finds that teacher turnover in both metro Milwaukee and across the state has stabilized. However a higher proportion of newer and younger teachers leaving the profession may signal the emergence of different challenges. Key findings of the report include: (1) In the aggregate, annual teacher attrition in the region and state has returned to near pre-Act 10 levels; (2) The number of teachers entering the region and state has largely kept pace recently with those who leave from year to year; (3) Higher proportions of younger teachers are leaving the workforce in recent years, as opposed to older teachers retiring; and (4) Teachers who are departing not only are younger, but also increasingly are newer to the profession. [To view the report, &quot;Help Wanted: An Analysis of the Teacher Pipeline in Metro Milwaukee,&quot; see ED570114.]
Exploring Texas&apos;s Private Education Sector. EdChoice Brief. [School Survey Series]
Author: Catt, Andrew D.
Date: 2017-01-00
Type: Reports - Research
Subjects: Private Schools,Elementary Secondary Education,Access to Education,Money Management,School Role,State Legislation,Educational Finance,Tax Credits,Scholarships,State Regulation,Geographic Regions,Tuition,Fees,Instructional Program Divisions,Student Financial Aid,Enrollment,Special Needs Students,Standardized Tests,Cognitive Tests,College Entrance Examinations,Achievement Tests,Institutional Characteristics,High Schools,Aptitude Tests

&quot;Exploring Texas's Private Education Sector&quot; is the eighth entry in the &quot;School Survey Series.&quot; This brief synthesizes information about Texas's accredited private schools from a first-of-its-kind survey about these types of choice programs and more to Texas's private K-12 schools in collaboration with the Texas Catholic Conference and the Texas Private Schools Association. Educational choice has come to the forefront of Texas education policy conversations. For years, organizations have pushed for tax-credit scholarships, a type of school choice program that allows taxpayers to receive full or partial tax credits when they donate to nonprofits that provide private school scholarships. This brief provides a descriptive analysis of the results of that survey, including schools' awareness of different types of educational choice programs, such as education savings accounts and tax-credit scholarships. The brief discusses whether private schools are willing to participate in educational choice programs, what reservations they have about such programs, the number of available private school seats, Texas private school tuition costs and more. Key findings include: (1) The majority of Texas accredited private schools would participate in an education savings account (ESA) program; (2) Texas accredited private schools have the capacity to serve tens of thousands more students; (3) The majority of private schools who responded are already serving students with special needs; and (4) The majority of private schools who responded already administer at least one nationally norm-referenced test.
Limited Means, Limited Options: College Remains Unaffordable for Many Americans
Author: Poutre, Alain
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Access to Education,Paying for College,Socioeconomic Influences,Grants,Federal Aid,State Aid,Student Financial Aid,Costs,Expenditure per Student,At Risk Students,Low Income Students,Federal Legislation,Access to Information,College Bound Students,College Students,Student Loan Programs

Higher education offers people from all walks of life the opportunity to achieve a more secure future for themselves and their families. The country was built in part on the idea that, with hard work and a good education, any American should be able to climb the ladder of social and economic mobility. The very notion of the American Dream is based on that concept of freedom--that people are not condemned to a particular social or economic class. Unfortunately, high college costs are stymieing progress for Americans of limited financial means, undermining basic ideals of opportunity and fairness. Data show wide variation in affordability between students with different income backgrounds. In fact, although the student from the highest income quintile in these analyses could afford to attend 90 percent of colleges in the sample, the low- and moderate-income students with fewer financial resources could only afford 1 to 5 percent of colleges. While it is clear that very few colleges meet a reasonable threshold of affordability for students of modest means, federal, state, and institutional policymakers can help level the playing field. This paper offers five recommendations to address issues of affordability that negatively affect college access and completion: (1) Federal policymakers should protect and strengthen the Pell Grant; (2) States should strengthen direct investment in public colleges and need-based aid programs; (3) Colleges should manage institutional costs to concentrate expenditures on students; (4) Colleges with wealth at their disposal--either in the form of large endowments or company profits--should keep prices low for needy students; and (5) Congress should pass legislation to improve consumer information and transparency, giving students the information they need to make affordable choices. [For the technical appendix to this report &quot;Limited Means, Limited Options: College Remains Unaffordable for Many Americans. Technical Appendix,&quot; see ED591726.]
Collaborative and Individual Strategic Planning Effect on Performance of an Oral Task
Author: Zaccaron, Rafael
Date: 2017-00-00
Type: Journal Articles
Subjects: Strategic Planning,English (Second Language),Second Language Learning,Foreign Countries,Adolescents,Synchronous Communication,Computer Oriented Programs,Public Schools,Handheld Devices,High School Students,Oral Language,Applied Linguistics,Task Analysis

This article reports the initial findings of an MA in Applied Linguistics on the effect collaborative and individual strategic planning have on performance of an oral task by young learners of English as an L2 in Brazil. Strategic planning (Ellis, 2003, 2005) is an important concept within the task-based approach (TBA), as this condition may trigger metacognitive processes.Yet, only a few studies have had young learners of English as participants in strategic planning research. The participants, teenage learners,enrolled in the second year of a public high school in Florianópolis (Brazil), performed two monological oral tasks under two different planning conditions: (a) collaborative, and (b) individual. The oral messages sent using WhatsApp were analysed in terms of accuracy, fluency and outcome (pragmatic). In addition, the participants filled in post-task questionnaires after the performance of each task, aiming at unveiling their perception on the conditions and tasks. In this paper, data from the pilot study as well as some preliminary results were analysed. In spite of the absence of statistically significant results for accuracy and fluency, results indicated a trend supporting the collaborative work condition. While, the qualitative data showed strong support for the collaborative planning condition. These initial findings, in general, support the use of L2 oral tasks involving strategic planning in the public school context.