ethanporcaro/eric-fulltext-meta huggingface dataset:
Engagement and Outdoor Learning in Mathematics
Author: Laird, Alexandra
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Grade 6,Elementary School Students,Mathematics Instruction,Outdoor Education,Student Attitudes,Learner Engagement,Learning Theories,Student Behavior,Student Participation,Psychological Patterns

The study reported here was conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two Year 6 classes at a Queensland state primary school. The findings indicate that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context.
Computer Based Mathematics Assessment: Is It the Panacea?
Author: Rogers, Angela
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Tests,Computer Assisted Testing,Number Concepts,Elementary School Students,Formative Evaluation,Foreign Countries,Test Validity,Test Format,Teacher Attitudes,Preferences,Test Use,Comparative Analysis

Test developers are continually exploring the possibilities Computer Based Assessment (CBA) offers the Mathematics domain. This paper describes the trial of the Place Value Assessment Tool (PVAT) and its online equivalent, the PVAT-O. Both tests were administered using a counterbalanced research design to 253 Year 3-6 students across nine classes at a primary school in Melbourne. The findings show while both forms are valid and comparable, the online mode was preferred by teachers. The affordances and constraints of using CBA in the formative assessment process are explored.
Capitalising on Student Mathematical Data: An Impetus for Changing Mathematics Teaching Approaches
Author: Muir, Tracey
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Achievement,Foreign Countries,Computation,Thinking Skills,Well Being,Low Income Students,Mathematics Tests,Student Needs,Elementary School Teachers,Elementary School Students,Grade 5,Grade 6,Teacher Collaboration,Data Collection,Data Use,Student Attitudes,Group Activities,Teacher Attitudes,Program Effectiveness

National testing and reform agendas, with their focus on school improvement, has led to increased collection and scrutiny of student data. The analysis of these data usually occurs at a school level, often by school leaders. What is less common is the opportunity for students to scrutinise their individual data and take ownership over the results and subsequent learning experiences. This paper reports on a study whereby students and teachers collaboratively interpreted mental computation test results and identify future teaching and learning directions. The findings showed positive outcomes for students led to changes in teacher growth and approaches to their teaching of mathematics.
Charting a Learning Progression for Reasoning about Angle Situations
Author: Seah, Rebecca
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Geometric Concepts,Learning Processes,Mathematics Instruction,Thinking Skills,Grade 4,Grade 10,Elementary School Students,Secondary School Students,Abstract Reasoning,Guidelines,Teaching Methods,Foreign Countries

As a multifaceted concept, the learning of angle concepts takes years to achieve and is beset with challenges. This paper explores how the processes of constructing and validating a learning progression in geometric reasoning can be used to generate targeted teaching advice to support the learning of angle concept. Data from 1090 Year 4 to Year 10 students' ability to reason about geometric properties and deduce angle magnitudes were analysed. Rasch analysis resulted in eight thinking zones being charted. Students' responses to the angle items within this larger data set were analysed with a focus on how reasoning about angles developed. The result is a five-stage framework for learning angle concepts.
A Primary Education Mathematics Initiative in an Indigenous Community School
Author: O'Connor, Bronwyn Reid
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Elementary School Mathematics,Indigenous Populations,Mathematics Skills,Intervention,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Mathematics Achievement,Foreign Countries,Student Diversity,Urban Schools,Community Schools,Standards,Student Behavior,Direct Instruction,Large Group Instruction,Feedback (Response),Teacher Expectations of Students,Reliability,Self Management

This study investigated the implementation of a primary mathematics initiative in an Australian Indigenous community school designed to improve students' mathematical proficiency. Throughout the 7-month initiative, four classes ranging from Year 2 to Year 6 participated in the initiative. Findings indicated an increase in mathematics achievement as measured by the Progressive Achievement Test -- Mathematics (PAT-M) throughout the initiative. As the findings from the Year 3/4 class displayed the largest growth in mathematical achievement throughout the initiative (equivalent to 1 year and 2 months), the specific pedagogies and practices enacted in this class that were found to influence students' achievement will be considered.
By Teaching We Learn: Comprehension and Transformation in the Teaching of Long Division
Author: Choy, Ban Heng
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Instruction,Division,Thinking Skills,Faculty Development,Learning Activities,Experienced Teachers,Elementary School Teachers,Lesson Plans,Mathematics Teachers

Despite recent calls to adopt practice-embedded approaches to teacher professional learning, how teachers learn from their practice is not clear. What really matters is not the type of professional learning activities, but how teachers engage with them. In this paper, we position learning from teaching as a dialogic process involving teachers' pedagogical reasoning and actions. In particular, we present a case of an experienced teacher, Mr. Robert, who was part of a primary school's mathematics professional learning team (PLT) to describe how he learned to teach differently, and how he taught differently to learn for a series of lessons on division. The findings reiterate the complexity of teacher learning and suggest possible implications for mathematics teacher professional development.
Georgia&apos;s Charter School Pipeline: Insights into Proposed and Approved Charter Schools
Author: National Association of Charter School Authorizers (NACSA)
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Charter Schools,Accreditation (Institutions),Public Schools,Educational Quality,State Boards of Education,State Legislation,School Districts,School Administration,National Organizations,Educational Innovation,Models,Institutional Characteristics,Networks,Elementary Secondary Education,Institutional Evaluation

Charter school authorizers play a crucial role in shaping the quality and availability of charter schools throughout Georgia. In partnership with the State Board of Education, state law allows local school districts and the State Charter Schools Commission to approve and oversee charter schools. While much is known about existing charter schools in the state, the National Association of Charter School Authorizers (NACSA) recently conducted a first-ever analysis of the state's charter school pipeline--what schools are being proposed and by whom. The data highlights the state's varied sector, focused on innovation and a diversity of models and operator types. It also reveals the significant impact the Commission is playing in shaping the state's public education landscape.
Conceptualising 3D Shapes in New Zealand Primary Classes
Author: Sharma, Shweta
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Spatial Ability,Geometric Concepts,Concept Formation,Elementary School Students,Elementary School Mathematics,Peer Relationship,Interaction,Student Diversity,Geometry,Language Usage,Bilingual Students,Monolingualism,Language of Instruction,Interpersonal Communication

This paper explores three multilingual students' (9 to 11-years-old) conceptual understanding of three-dimensional (3D) shapes as displayed through peer and classroom interactions in two New Zealand primary classes. Bakhtin's dialogic theory and Garfinkel's ethnomethodology inform the theoretical framework. The paper presents two excerpts from audio-video recorded data. Findings suggest that the students use their multilingual capacities to convey their meanings of geometry shapes as they engage in peer and classroom interactions. The paper recommends that it is crucial to explore prosodic features of the language to facilitate the meaning-making process during teaching and learning of geometry.
Remington College&apos;s Use of Higher Education Emergency Relief Fund Student Aid and Institutional Grants. ED OIG Oversight of Coronavirus Response Funds. ED-OIG/A20CA0017
Author: Office of Inspector General (ED)
Date: 2021-09-28
Type: Reports - Research
Subjects: Federal Legislation,Federal Aid,Higher Education,Grants,Resource Allocation,Student Financial Aid,Audits (Verification),Expenditures,COVID-19,Pandemics,School Closing,Distance Education,Eligibility,Computer Software,Educational Technology,Curriculum,Equipment,Faculty Development,School Safety,Computers,Purchasing,Money Management

The objective of the audit was to determine if Remington College used the Student Aid (Assistance Listing Number (ALN) 84.425E) and Institutional (ALN 84.425F) portions of its Higher Education Emergency Relief Fund (HEERF) grant funds for allowable and intended purposes. The audit covered Remington College's use of HEERF funds from the grant award date through September 30, 2020. Because Remington College drew down but did not expend all Institutional grant funds by September 30, 2020, expenditures through December 31, 2020, that were paid for with Institutional grant funds that the school had drawn down by September 30, 2020 were also included in the review. The audit also covered Remington College's cash management practices and reporting of HEERF expenditures. Remington College generally used the Student Aid portion of its HEERF grant funds for allowable and intended purposes but did not always use the Institutional portion of its funds in accordance with Federal requirements. Remington College spent Institutional funds for several unallowable purposes and did not always follow Federal procurement and cash management requirements. It was also determined that the information in Remington College's required HEERF reports posted on its website was generally accurate, complete, and timely.
Replicating Quality: Policy Recommendations to Support the Replication and Growth of High-Performing Charter Schools and Networks
Author: Field, Tim
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Quality,Acceleration (Education),Charter Schools,Networks,State Departments of Education,State Policy,Barriers,Capacity Building,School Closing,Low Achievement,Educational Opportunities,Guidelines,National Organizations,Cooperation,School Effectiveness,Performance Based Assessment,Accountability,Elementary Secondary Education,Academic Achievement,Governance,Financial Support,Educational Finance,School Community Relationship,Conflict of Interest

Drawing on deep expertise and diverse experiences in the sector, the National Association of Charter School Authorizers (NACSA) and the Charter School Growth Fund (CSGF) have collaborated to identify a set of key policies and practices that could dramatically accelerate the replication and growth of high-performing charter schools and charter networks. The work has generated a set of detailed recommendations that legislators, authorizers, and state education agencies (SEAs) can use to build a policy environment that will substantially increase the prevalence and impact of high-quality charter schools. The policy recommendations in this report provide a roadmap for systematically improving the quality of the charter sector. By differentiating among charter operators based on performance levels, building system capacity to cultivate and support high-performing schools and networks, reducing barriers and adding support to facilitate quality replication, and accelerating the closure of low-performing schools, the charter sector can create excellent educational opportunities for a dramatically greater number of children.
A Strengths Approach to Birth to 3 Mathematics Education: The Case of Banjo Childcare Centre
Author: MacDonald, Amy
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Preschool Education,Preschool Children,Teaching Methods,Child Care Centers,Case Studies,Guidelines,Foreign Countries,Disadvantaged,Futures (of Society),Learning Processes,Positive Attitudes

This paper contributes to the Research Symposium, &quot;Strengths approaches in early childhood mathematics education&quot; by providing an illustration of how an early childhood centre adopts a strengths approach to mathematics education for birth to three-year-old children. A case illustration is drawn from a current Australian Research Council-funded study focusing on mathematics education for children under three years of age. The case is analysed and described using a five-step strengths-based framework. [This paper is the second in a symposium of three papers. For the first paper, &quot;An Introduction to the Strengths Approach,&quot; see ED616177. For the third paper, &quot;Leadership of Strengths-Based Approaches for Early Years Mathematics Education: Using CHAT as a Framework for Educational Leaders' Professional Learning Leadership,&quot; see ED616189.]
Adapting Curriculum Materials in Secondary School Mathematics: A Case Study of a Singapore Teacher&apos;s Lesson Design
Author: Chin, Sze Looi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Media Adaptation,Curriculum Design,Lesson Plans,Decision Making,Mathematics Teachers,Experienced Teachers,Textbook Content,Worksheets,Trigonometry,Problem Solving,Grade 9,Video Technology,Foreign Countries,Instructional Materials

When mathematics teachers plan lessons, they interact with curriculum materials in various ways. In this paper, we draw on Brown's (2009) &quot;Design Capacity for Enactment&quot; framework to explore the practice of &quot;adapting&quot; curriculum materials in the case of a Singapore secondary mathematics teacher. Problems from the textbook used and the worksheets she crafted were compared to determine how she adapted the content. Video-recordings of the lessons and post-lesson interviews were used to clarify how her personal &quot;teacher resources&quot; contributed to her design decisions. The findings suggest that her seemingly casual use of problems from the textbook are in fact unique variations of adapting curriculum materials.
CTE Basic Skills Assessment Requirements. Technical Assistance Paper. Revised
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2018-03-19
Type: Guides - Non-Classroom
Subjects: Vocational Education,Job Skills,Student Evaluation,School Counseling,Graduation Requirements,Skill Development,English Language Learners,Students with Disabilities,Educational Legislation,State Legislation,Educational Certificates,Legal Responsibility,Exit Examinations,Testing,Adult Basic Education,Testing Accommodations

Throughout the years, career and technical education (CTE) has focused on teaching technical competencies and related academic skills that prepare students to enter and advance in a variety of career fields and postsecondary education. Program and course descriptions are reviewed on a regular basis to ensure that the technical and academic skills identified for each program or course meet industry standards as well as requirements established by regulatory boards. The purpose of this paper is to provide information about: (1) the legal basis for basic skills assessment in career and technical education (CTE); (2) procedures to be followed throughout the assessment process; (3) counseling of students who do not meet the basic skills exit requirements; (4) exemptions or waivers of basic skills requirements; (5) accommodations for students with disabilities and English Language Learners (ELL); and (6) legislative changes.
An Introduction to the Strengths Approach
Author: Collins, Fiona
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Mathematics Education,Preschool Education,Preschool Children,Child Care Centers,Guidelines,Social Work,Student Needs,Access to Education,Educational Opportunities,Disadvantaged,Faculty Development,Educational Philosophy

This paper provides a foundation for the Research Symposium, &quot;Strengths Approaches in Early Childhood Mathematics Education&quot; by providing an overview of the development of strengths-based approaches in social work and education. A framework, adapted from the Strengths Approach (McCashen, 2017), for applying a strengths-based approach in early childhood mathematics education is introduced. [This paper is the first in a symposium of three papers. For the second paper &quot;A Strengths Approach to Birth to 3 Mathematics Education: The Case of Banjo Childcare Centre,&quot; see ED616174. For the third paper &quot;Leadership of Strengths-Based Approaches for Early Years Mathematics Education: Using CHAT as a Framework for Educational Leaders' Professional Learning Leadership,&quot; see ED616189.]
An Experienced and Competent Teacher&apos;s Instructional Practice for Normal Technical Students: A Case Study
Author: Toh, Tin Lam
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Teaching Methods,Foreign Countries,Mathematics Achievement,Low Achievement,Student Needs,Mathematical Concepts,Concept Formation,Secondary School Students,Scaffolding (Teaching Technique),Prior Learning,Student Interests,Video Technology,Story Telling

This paper presents a case study of an experienced and competent mathematics teacher's classroom instructional practice in a Normal Technical Mathematics course. The topic that was observed was Volume and Surface Area of a Pyramid, a subtopic within the mensuration topic in Secondary Two syllabus. The teacher used a video clip on the Egyptian Pyramids to integrate students' prior knowledge on pyramids, which raised their attention on the topic. This was followed by engaging the students in hands-on activity to understand the formulae. [This paper is the second in a symposium of four papers. For the first paper, &quot;Models of Mathematics Teaching Practice in Singapore Secondary Schools,&quot; see ED616186. For the third paper, &quot;Imbuement of Desired Attitudes by Experienced and Competent Singapore Secondary Mathematics Teachers,&quot; see ED616187. For the fourth paper, &quot;Singapore Mathematics Teachers' Design of Instructional Materials,&quot; see ED616188.]
Big Legislative Wins for Charter Schools Nationwide: Why 2021 Was the Year of Public School Choice. Policy
Author: Ziebarth, Todd
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Charter Schools,School Choice,Public Schools,COVID-19,Pandemics,State Legislation,Educational Finance,Accountability

2021 was a great year for charter school students and families across the country. Several states passed legislation to allow more schools to open and promote fiscal equity. In other states, charter school advocates were able to defeat a number of bills that would have imposed significant and unnecessary burdens on charter schools. In our 2021 legislative summary, we share a round up of all charter school legislative activity across the country.
AEM Center Brief: Accessible Educational Materials in the IEP
Author: Carl, Diana
Date: 2021-00-00
Type: Guides - General
Subjects: Individualized Education Programs,Academic Accommodations (Disabilities),Students with Disabilities,Student Needs,Printed Materials,Educational Technology,Technology Uses in Education,Accessibility (for Disabled),Blindness,Visual Impairments,Deafness,Hearing Impairments,Federal Legislation,Educational Legislation,Equal Education,Special Education,Student Evaluation,Alternative Assessment,Transitional Programs,Postsecondary Education,Eligibility,Disabilities,Civil Rights Legislation,Student Rights

Questions often arise about how accessible educational materials (AEM) might be included in Individualized Education Programs (IEPs). The two purposes of this article are to (1) help families and educators understand the importance of including AEM in the IEPs of students who require them, and (2) to discuss locations in the IEP where it may be appropriate to refer to a student's need for and use of AEM. [For the accompanying policy brief, &quot;AEM Center Brief: The Right of Students with Disabilities Who Need Accessible Educational Materials to Receive These Materials in a Timely Manner,&quot; see ED616206.]
Coding and Learning Mathematics: How Did Collaboration Help the Thinking?
Author: Calder, Nigel
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Programming,Mathematics Education,Cooperative Learning,Thinking Skills,Teacher Attitudes,Elementary School Teachers,Educational Technology,Problem Solving,Teaching Methods,Mathematics Skills

This paper reports on two teachers' perceptions as part of a project examining the learning that took place when 9 and 10-year-old children used &quot;ScratchMaths&quot; in their programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews, and teacher analysis and review of their practice. The teachers identified the students' problem solving, collaborating using explicit mathematical and coding language, and being cognitively engaged. They also recognized that their own practice evolved into a more faciliatory role, while their understanding of coding processes grew through learning beside, and through, their students.
Comparative Judgement and Affect: A Case Study
Author: Palisse, Jennifer
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Decision Making,Case Studies,Peer Evaluation,Comparative Analysis,Pilot Projects,Problem Solving,Mathematics Instruction,Calculus,Cognitive Ability,Undergraduate Students,Task Analysis,Student Attitudes

Comparative judgement is a relatively new way of facilitating peer-assessment where students are shown pairs of other students' work and judge which of the two is better. Literature on example-based learning suggests that students should be able to learn from comparative judgement. We present the case of one student, Josie, whose understanding of rational inequalities did not improve while assessing other students work comparatively. We argue that her self-explanation attempts were limited because comparative judgement created an environment that threatened her goal of understanding. Knowing the correct answer may have helped alleviate some of these issues.
How to Engage with the Charter Schools Program Administration in Your State: A Toolkit for Charter Support Organizations
Author: Schlieman, Gina
Date: 2021-01-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,Guides,Grants,State Agencies,Federal Aid,State Aid,Federal Programs,Program Development,Technical Assistance,Partnerships in Education,Organizations (Groups),Time,Financial Support,Budgeting,Planning,Program Design,Proposal Writing

This toolkit contains practical resources to introduce charter support organizations (CSOs) to the benefits and advantages that leading federal Charter Schools Program (CSP) activities can bring to their state. With a practical set of tools to assist CSOs with CSP engagement, this toolkit focuses on the CSP grants to state entities, which enables state agencies--including CSOs--to award CSP subgrants to eligible applicants in their states.