ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Students&apos; Mathematical Literacy Proficiency
Author: Retnawati, Heri
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Achievement,Skill Development,Junior High School Students,High School Students,Adolescents,Instructional Program Divisions,Gender Differences,Multiple Choice Tests,Test Items,Foreign Countries,Achievement Tests,International Assessment,Multiple Literacies

Improving the proficiency in mathematical literacy is one of the efforts to improve the human resources quality. Its development describes the students' strengths and weaknesses to support the improvement. The research tried to describe the development of students' proficiency in mathematical literacy, based on the school level and the students' gender. The research was a cross-sectional developmental study. The population was all of students ranging between 13 and 16 years old in the Province of Yogyakarta Special Region, Indonesia. In the sample were 1,001 students in the 8th, 9th and 10th grade, determined to use the combination of stratified and the cluster random sampling technique. The data were collected using 30 items. The data analysis was conducted by estimating students' ability through the item-response theory approach under the Rasch model and by using the parameters that had been adjusted to the international study item parameter under the concordance model for the linking score to interpret the students' development. The research results showed that there has been improvement of literacy proficiency among the 8th, 9th and 10th grade students. The development would generate higher scores utilizing multiple choice test items. There was a tendency that the school level, gender, the form of items, content, context, and process literacy would influence the mathematical literacy score. The efforts for improving proficiency in mathematical literacy were discussed.
Trauma-Informed Teacher Wellbeing: Teacher Reflections within Trauma-Informed Positive Education
Author: Brunzell, Tom
Date: 2021-05-00
Type: Journal Articles
Subjects: Trauma,Well Being,Reflection,Teaching Methods,Foreign Countries,Teacher Burnout,Stress Management,Interpersonal Competence

For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers' understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order to privilege the language, voices and experiences of participants. Results yielded a new set of domains of trauma-informed teacher wellbeing to assist teachers to increase their own wellbeing when working with students. The likely upsurge in students and teachers across the world experiencing trauma symptoms (primary and vicarious) arising from the COVID-19 global pandemic makes this research timely and relevant.
The Significance of Creativity in Our Lives
Author: Forster, Jill
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Satisfaction,Problem Solving,Creative Thinking,Teaching Methods,Innovation,Imagination,Risk,Interdisciplinary Approach,Productivity

This article explores the significance of creativity in our lives. It underlines the point that creativity gives satisfaction in our day by day living and in breakthroughs that change our lives. In a multitude of ways we cannot live without it. Synthesising instances of innovation in fields as diverse as medical research, haute cuisine, fragrance manufacture, business, science, storytelling and surrealist art, the article alerts readers to the pivotal role of creativity in education. The specific technique of synectics is outlined to give an example of encouraging creative thinking. With its scaffold of richly formed analogies, the technique expands perspectives on problem-solving to motivate and facilitate innovative achievement.
Videoconferencing and Virtual Reality in the Context of Language Education
Author: Zejda, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Videoconferencing,Computer Simulation,Second Language Learning,English (Second Language),Technology Uses in Education,Foreign Countries,Adult Students,Elementary School Students

Classrooms no longer mean a room full of students, sitting on school desks, while listening intently to an instructor lecture before them. Technology has long changed that view of education. Videoconferencing and 3D Virtual Reality (VR) are discussed in the first section of the paper with emphasis on application for educational purposes. Relevant definitions, history, state of the art and potential for future use are touched. Then, three case studies from the Czech Republic are briefly presented. Two of them are ongoing joint projects of seven different institutions applying videoconferencing and Virtual Reality in English language courses for adults. More than 300 students from two regions of the Czech Republic, mostly working professionals, are benefiting from the trials of the newly created courses. The third case study is a successfully finished project organized by two institutions for several hundred students at six elementary schools. Language tutors working directly from the Philippines were conducting videoconference sessions for small groups of students. The potential of the Information and Communications Technology (ICT) together with cultural difference between the tutors and the students were notably exploited in the methodical materials created for the project in order to motivate students and to assist them to gain not only the communicative competence, but also additional skills required by the curricular reform. A summary of information on data collected through a questionnaire during the project follows, showing the level of acceptance of the method and perceived benefits among the involved students. Finally, a specific research question, whether involving foreign tutors through online tutoring is less suitable for lower grades (grades four and five, with students aged ten to eleven who just started learning the English language) than for higher grades based on their subjective perception, is analyzed.
Young Gifted and Working-Class: Issues Arising from Case Studies of Families with Gifted Children
Author: Smith, Laura Mazzoli
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Working Class,Family Attitudes,Academically Gifted,Psychological Patterns,Social Attitudes,Beliefs,Aspiration,Interests,Gifted Education,Experience,Parent Role,Empowerment,High Achievement,Social Class,Social Justice,Labeling (of Persons),Program Effectiveness

The article reports findings from a small qualitative investigation into the perceptions of giftedness held by four working-class families in the northeast of England. Each family had a child identified as gifted in England's national program for gifted education. These findings include: intense hostility toward those of their neighbours they despise as welfare-dependent; the dominance of entity theories of giftedness; how the children carried their parents' vicarious ambitions; lack of interest in general social and educational equity; negative experiences of the national program for gifted education; and, low sense of actual parental agency in relation to schooling, though potential empowerment arising from the children's high attainment. The findings are discussed in relation to policy formation and theorizing about giftedness and social reproduction.
Ferguson, Florida, and Fruitvale: A Requiem for Black Males in the Key of F-Minor
Author: Bonner, Fred A., II
Date: 2016-00-00
Type: Journal Articles
Subjects: African American Students,Males,Violence,Racial Discrimination,Masculinity,Stereotypes,Code Switching (Language)

Beyond personal sadness and struggle to comprehend the shooting deaths of Michael Brown, Oscar Grant III, Trayvon Martin, and Tamir Rice as well as the choking death of Eric Garner, the author reflected on a number of issues perceived to be critical in framing the plight of young Black males in not only the professional field of education, but in society in general. What the author has divined is that the experiences of Black males in P-20 schooling contexts, particularly as it overlaps with broader society is quite parallel. The author's reflections led to the development of four key themes that have meaning for how we attempt to understand the ways Black males interface with society in general and the education system in particular. The four themes include: Theme 1: Speaking in Tongues: Black Masculinity and the Tower of Babel; Theme 2: Referencing Rachmaninoff: A Threat to the Black Male Stereotype; Theme 3: Talking about My Generation: Black Male Millennial Culture; and Theme 4: Meaning Making Beyond Morse: Code Switching and Survival Strategies.
Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders
Author: Whitley, Jess
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Administrator Attitudes,Leadership Role,Program Implementation,Foreign Countries,Secondary Schools,Boards of Education

Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilitators and barriers to the implementation and uptake of the framework. Interviews revealed five themes: a) DI continuum, b) differentiated professional learning supports, c) making space for shared professional learning, d) align/ integrate/embed, and e) multi-level leadership. Our findings reflect a strong belief system of most of the participants with respect to the foundations of DI as well as an understanding of effective approaches to professional learning and school change.
Elementary Teachers&apos; Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention
Author: Menzies, Holly M.
Date: 2021-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Intervention,Prevention,Behavior Modification,Student Behavior,Classroom Techniques,Program Implementation,Punishment,Barriers

This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students' behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles.
Common Sense about the Under-Representation Issue: A School-Wide Approach to Increase Participation of Diverse Students in Programs That Develop Talents and Gifted Behaviours in Young People
Author: Renzulli, Joseph S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Talent Development,Student Diversity,Disproportionate Representation,Low Income Students,Minority Group Students,Academically Gifted,Gifted Education,Labeling (of Persons),Evaluation Methods,Tests,Screening Tests,Talent Identification,Performance Based Assessment,Enrichment Activities,Data Use,Decision Making

Changing demographics in schools around the world have raised questions about the nature and role of gifted education programs. An intense interest in the underrepresentation of students from low-income families and minority groups in gifted education programs has caused the field to re-examine both identification and services. In this article, the authors discuss the larger issues related to identification and programming, including data about the extent of the problem in American schools. We review the recommendations and suggested practices made by other researchers and writers in the field for improving the representation of diverse students in gifted programs and provide examples of efforts taking place in schools that are dealing with this challenge. The authors conclude by describing how a specific approach developed over decades shows promise in addressing the problem of under-representation.
Policies Matter: Closing the Reporting and Transparency Gaps in the Use of Restraint, Seclusion, and Time-Out Rooms in Schools
Author: Bartlett, Nadine A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Discipline Policy,Punishment,Behavior Problems,Foreign Countries,Discipline,Behavior Modification,Accountability,Students with Disabilities

Information about the use of physical restraint, seclusion, and time-out rooms in Canadian schools has primarily been anecdotal (media reports and anonymous survey data) due to uneven and non-existent mandates for reporting, transparency and public accountability. The absence of clearly articulated mandates to provide written documentation and publicly available data has allowed this issue to remain obscured from public scrutiny and has severely hampered advocacy efforts for students with disabilities, who are disproportionately impacted. Building upon a prior policy analysis that investigated the policy landscape of physical restraint, seclusion, and time-out in Canadian educational jurisdictions, the current policy analysis explores an additional variable, which was not previously considered, notably the degree to which educational jurisdictions provide clear regulatory requirements to document, report, and review incidents of physical restraint, seclusion, and time-out rooms in schools. Findings indicate that inconsistent reporting requirements have created glaring gaps and loopholes in accountability mechanisms that severely disadvantage students with disabilities. Recommendations include problematizing the institutionalized structures that enable information about the use of restraint, seclusion, and time-out to be filtered and concealed, and identifying guiding principles, which are grounded in research, that can provide a framework for much needed regulatory standards relative to this issue.
The Moccasin Project
Author: Reimer, Ken
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Education,Learner Engagement,Secondary School Students,Indigenous Populations,Minority Group Students,At Risk Students,Program Evaluation

In Winnipeg, several school divisions (Winnipeg, River East Transcona, St James-Assiniboia, and Louis Riel School Division, to name a few) have opened alternative site &quot;Off-Campus&quot; programs and opportunities in an effort to better engage reluctant school attendees. Approximately 20 students, aged 12 to 15 years old, attended the &quot;Off-Campus Program&quot; showcased in this case study. Many of these students were Indigenous, often from remote communities in northern Manitoba such as Moose Lake, St. Theresa Point, Bloodvein, and Cross Lake. In 2015, Witzke invited an &quot;Off-Campus&quot; support teacher to conduct workshops on moccasin making with the students. Most of the students were very interested in the workshop, especially with the beading component. The students began to share the unique beading patterns of each of their home communities. Through the beading patterns, the students were able to express who they were, where they were from, and how the larger patterns of their lives were related. This case study explores the cultural, social and economic benefits for these students, of what has come to be called &quot;The Moccasin Project&quot;.
Teachers&apos; Organizations and Educational Reform: Resistance and Beyond
Author: Maharaj, Sachin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Associations,Unions,Educational Change,Resistance to Change,Public Policy,Politics of Education,Case Studies

This paper presents case studies of teacher union-government relationships in three Canadian provinces -- British Columbia, Ontario, and Alberta -- where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies and suggests that teacher unions' stances, including when they are resistant, are rational and, arguably, necessary.
An Intersection of Mathematics Educational Values and Cultural Values: Pasifika Students&apos; Understanding and Explanation of Their Mathematics Educational Values
Author: Hunter, Jodie
Date: 2021-06-00
Type: Journal Articles
Subjects: Mathematics Education,Student Attitudes,Values,Pacific Islanders,Grade 7,Grade 8,Academic Persistence,Family Relationship,Accuracy,Correlation,Cultural Traits,Classroom Communication,Teaching Methods,Foreign Countries,Equal Education,Middle School Students,Teacher Student Relationship,Mathematics Teachers,Study Habits,Learning Motivation

Purpose: This article investigates the mathematics educational values of Pasifika students in New Zealand. It draws on student voice to examine Pasifika students' understanding of mathematics educational values and their reasons for rating values at different levels of importance. Design/Approach/Methods: The study involved Years 7 and 8 Pasifika students from two low-socioeconomic middle schools. Students selected their most and least important mathematics educational value statements on a survey. Semi-structured individual interviews were used to investigate their reasons for selecting the values. Findings: The mathematics educational values ranked highly by the greatest percentage of students were practice, family, respect, and persistence. In contrast, the values of accuracy and utility were rated as least important. Student interview data revealed commonalities in accounting for the importance of different values. The findings indicate an intersection between the mathematics educational values and cultural values of Pasifika people. Originality/Value: There have been few studies that have explored the mathematics educational values of Pasifika students. The current study provides insight into why specific values are important to Pasifika students and how these may influence classroom interactions. The use of student interview data widens the existing literature focused on values in mathematics education.
Mentors Expressing What They Value through Their Writings: Emphasizing the Person in Mathematics
Author: Seah, Wee Tiong
Date: 2021-06-00
Type: Journal Articles
Subjects: Mentors,Mathematics Instruction,Audio Equipment,Consciousness Raising,Authors,Interpersonal Communication,Teaching Methods,Humanism,Content Analysis

Purpose: This article identifies an issue in mathematics education, that is, the perceived lack of emphasis in recent times of the roles that the &quot;person&quot; plays in the development of mathematics. The purpose is to examine how values/valuing might contribute to addressing the issue. Design/Approach/Methods: &quot;Data&quot; were collected from several purposeful conversations among the three authors. The conversations were audio-recorded and machine-transcribed. The transcript was then subjected to content analysis to identify themes. Findings: The data analysis yielded two novel approaches to raising learners' awareness of the humanness of mathematics. One would be to reframe the values that are operationalized when mathematics is taught and learnt, as processes of valuing which teachers and students engage in, respectively. The second approach would be to acknowledge that writers of mathematics/ mathematicians are not simply presenting knowledge but are also acting as mentors conveying and transmitting messages about the discipline. Originality/Value: The involvement of the &quot;person&quot; in the development of mathematics is not new knowledge, though it can be made more visible in mathematics education. This article identifies two approaches--valuing and mentoring--which are novel in that they are already part of the pedagogical process and thus, accessible.
Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape
Author: Pelkey, Samuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Deception,Risk,Social Media,News Reporting,Information Technology,Reputation,Case Studies,Guidelines,Longitudinal Studies,Administrator Attitudes,Public Officials,Mass Media Effects,Teacher Attitudes,Parent Attitudes,Foreign Countries,Discipline,Autism,Pervasive Developmental Disorders,Court Litigation,Language Usage,Computational Linguistics,Special Education,Civil Rights

Studies have shown how digital communications impact administrators' work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al's (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators' perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.