ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptual Learning Modules in Mathematics: Enhancing Students' Pattern Recognition, Structure Extraction, and Fluency
Author: Kellman, Philip J.
Date: 2009-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Secondary School Mathematics,High School Students,Middle School Students,Cognitive Style,Difficulty Level,Algebra,Perception,Pattern Recognition,Concept Mapping,Web Based Instruction,Symbols (Mathematics),Pretests Posttests

Learning in educational settings emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other crucial components of learning, especially improvements produced by experience in the extraction of information: perceptual learning (PL). We suggest that such improvements characterize both simple sensory and complex cognitive, even symbolic, tasks through common processes of discovery and selection. We apply these ideas in the form of perceptual learning modules (PLMs) to mathematics learning. We tested three PLMs, each emphasizing different aspects of complex task performance, in middle and high school mathematics. In the MultiRep PLM, practice in matching function information across multiple representations improved students' abilities to generate correct graphs and equations from word problems. In the Algebraic Transformations PLM, practice in seeing equation structure across transformations (but not solving equations) led to dramatic improvements in the speed of equation solving. In the Linear Measurement PLM, interactive trials involving extraction of information about units and lengths produced successful transfer to novel measurement problems and fraction problem solving. Taken together, these results suggest (a) that PL techniques have the potential to address crucial, neglected dimensions of learning, including discovery and fluent processing of relations; (b) PL effects apply even to complex tasks that involve symbolic processing; and (c) appropriately designed PL technology can produce rapid and enduring advances in learning.
Facilities Performance Indicators Report 2010-11: Tracking Your Facilities Vital Signs
Author: APPA: Association of Higher Education Facilities Officers
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Colleges,School Maintenance,Facility Guidelines,Educational Facilities,Performance Technology,Data Interpretation,Classification,Surveys,Regional Characteristics,Computer Software

APPA&apos;s Information and Research Committee&apos;s goal for this year was to enhance the survey and report tools by making them both more navigable, user friendly, and accurate. Significant progress has been made with all of these initiatives. APPA also automated many of the internal processes for the survey and report, which resulted in a better quality product that can be delivered faster and with more accuracy. APPA will continue to make improvements based on participant feedback. New report enhancements for 2010-11 have been included and are detailed in the following sections of this report: (1) Charts and Graphs; (2) Detailed Data Reports; (3) Excel File Reports; and (4) Online Presentation Reports. &quot;The Facilities Performance Indicators Report&quot; is designed for survey participants, interested professionals, and serious researchers who want to mine the data. The Report includes the following features, among others: (1) A comparison of any or all within a cohort group, including cohort averages in the data summaries for those that are a part of a private cohort group; (2) Simultaneous display of significant data and ratios and measures for all selected institutions and overall and group averages; (3) The capability to read and/or print/download the whole range of 2010-11 reports contained in &quot;The Facilities Performance Indicators Report,&quot; including institution-by-institution tables; (4) The capability to view all numeric report figures in chart form; and (5) The ability to export the calculated information and survey entries to Microsoft Excel or other software for additional studies. The purpose of APPA&apos;s Facilities Performance Indicators is to provide a representative set of statistics about facilities in educational institutions. &quot;2010-11 Performance Indicators Survey Participants&quot; is appended. [For &quot;Facilities Performance Indicators Report, 2008-09&quot;, see ED517062.]
Body Awareness and Movement for Students with Multiple Disabilities Including Visual Impairments
Author: DePountis, Vicki
Date: 2013-12-13
Type: Speeches/Meeting Papers
Subjects: Human Body,Multiple Disabilities,Blindness,Congenital Impairments,Visual Impairments,Concept Formation,Spatial Ability,Imitation,Self Control,Motion,Visually Impaired Mobility,Music,Computer Oriented Programs,Brain,Learning Strategies,Student Characteristics,Video Technology,Teaching Methods

This conference presentation examines concept development for congenitally blind students. It presents current research on best-practice for teaching this population. Examples of strategies to reinforce understanding of body concepts, spatial awareness, and positional language, while promoting mirroring, self regulation, and purposeful movement to students with multiple disabilities. Strategies include the use of music, movement, routines, and object symbols, with physical guidance by instructor.
Facilities Performance Indicators Report 2012-13: Tracking Your Facilities Vital Signs
Author: APPA: Association of Higher Education Facilities Officers
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Colleges,School Maintenance,Facility Guidelines,Educational Facilities,Performance Technology,Data Interpretation,Classification,Surveys,Regional Characteristics,Computer Software

This paper features an expanded Web-based &quot;Facilities Performance Indicators (FPI) Report.&quot; The purpose of APPA&apos;s Facilities Performance Indicators is to provide a representative set of statistics about facilities in educational institutions. &quot;The Facilities Performance Indicators Report&quot; is designed for survey participants, interested professionals, and serious researchers who want to mine the data. The Report includes the following features, among others: (1) A comparison of any or all institutions within a cohort group including cohort averages in the data summaries for those that are a part of a private cohort group; (2) Simultaneous display of significant data and ratios and measures for all selected institutions and group averages; (3) The capability to read and/or print/download the whole range of 2012-13 reports contained in &quot;The Facilities Performance Indicators Report,&quot; including institution-by-institution tables; (4) The capability to view all numeric report figures in chart form; and (5) The ability to export the calculated information and survey entries to Microsoft Excel or other software for additional studies. The appendix contains 2012-13 Facilities Performance Indicators Participants. [For &quot;Facilities Performance Indicators Report 2011-12: Tracking Your Facilities Vital Signs,&quot; see ED547790.]
Facilities Performance Indicators Report 2011-12: Tracking Your Facilities Vital Signs
Author: APPA: Association of Higher Education Facilities Officers
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Colleges,School Maintenance,Facility Guidelines,Educational Facilities,Performance Technology,Data Interpretation,Classification,Surveys,Regional Characteristics,Computer Software

This paper provides an expanded Web-based &quot;Facilities Performance Indicators (FPI) Report.&quot; The purpose of APPA&apos;s Facilities Performance Indicators is to provide a representative set of statistics about facilities in educational institutions. APPA&apos;s Information and Research Committee&apos;s goal for this year was to enhance the survey and report tools by making them both more navigable, user-friendly, and accurate. &quot;The Facilities Performance Indicators Report&quot; is designed for survey participants, interested professionals, and serious researchers who want to mine the data. The Report includes the following features, among others:(1) A comparison of any or all institutions within a cohort group including cohort averages in the data summaries for those that are a part of a private cohort group; (2) Simultaneous display of significant data and ratios and measures for all selected institutions and group averages; (3) The capability to read and/or print/download the whole range of 2011-12 reports contained in &quot;The Facilities Performance Indicators Report,&quot; including institution-by-institution tables; (4) The capability to view all numeric report figures in chart form; and (5) The ability to export the calculated information and survey entries to Microsoft Excel or other software for additional studies. APPA&apos;s Information and Research Committee provided leadership and direction in the development of the Facilities Performance Indicators Survey as well as the innovative new methods used for the data storage, retrieval, and analysis that was constructed under the committee&apos;s watch. The appendix contains 2011-12 Facilities Performance Indicators Participants. [For &quot;Facilities Performance Indicators Report 2010-11: Tracking Your Facilities Vital Signs,&quot; see ED547785.]
Gearing up to Teach the Common Core State Standards for Mathematics in Rural Northeast Region Schools. REL 2015-031
Author: Walters, Kirk
Date: 2014-10-00
Type: Reports - Research
Subjects: Rural Schools,Mathematics Instruction,State Standards,Mathematics Teachers,Interviews,Administrators,Teaching Methods,Teacher Competencies,Instructional Materials,Educational Quality,Teacher Collaboration,Faculty Development,School Districts,Web Sites,Needs Assessment,Educational Needs,Administrator Attitudes,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Teachers,Middle School Teachers,Surveys,Educational Resources

This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast &amp; Islands. The following are appended: (1) Data and methodology; (2) State instructional leader interview protocol; (3) District instructional leader interview protocol; and (4) Teacher survey.
The Utility of Teacher and Student Surveys in Principal Evaluations: An Empirical Investigation. REL 2015-047
Author: Liu, Keke
Date: 2014-11-00
Type: Reports - Research
Subjects: Teacher Surveys,Student Surveys,Principals,Evaluation Methods,Elementary Schools,Secondary Schools,Urban Schools,Instructional Leadership,Mathematics Achievement,Reading Achievement,Regression (Statistics),Classroom Environment,Administrator Evaluation,Administrator Effectiveness,Scores,Statistical Analysis,Communities of Practice,Professional Development,School Culture,Educational Environment,School Safety

This study examined whether adding student and teacher survey measures to existing principal evaluation measures increases the overall power of the principal evaluation model to explain variation in student achievement across schools. The study was conducted using data from 2011-12 on 39 elementary and secondary schools within a midsize urban school district in the Midwest. The research team used the results of the district's Tripod student and teacher surveys to construct six school-level measures of school conditions that prior research has shown to associate with effective school leadership. The study finds that adding the full set of six survey measures as a group results in statistically significant increases in variance explained in mathematics and composite value-added outcomes, but not in reading. A stepwise regression procedure identified two measures--instructional leadership and classroom instructional environment--as an optimal subset of the six measures. This evidence indicates that student and teacher survey measures can have utility for principal performance evaluation. The following are appended: (1) Literature Review; (2) Data and Methodology; (3) Supplemental Analysis; (4) Descriptive Statistics and Regression Coefficients for the Principal Evaluation Measures; and (5) Tripod Student Perception Survey.
Properties of the Multiple Measures in Arizona's Teacher Evaluation Model. REL 2015-050
Author: Lazarev, Valeriy
Date: 2014-10-00
Type: Reports - Research
Subjects: Teacher Evaluation,Observation,State Departments of Education,Correlation,Teacher Competencies,Academic Achievement,Teacher Influence,Scores,Surveys,Mathematics Tests,Reading Tests,Mathematics Achievement,Reading Achievement,Teacher Effectiveness,Teacher Characteristics,Evaluation Methods,Public Schools,School Districts,Charter Schools,Planning,Classroom Environment,Teaching Methods,Teacher Responsibility,Standardized Tests,Elementary Schools,Secondary Schools,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Student Attitudes,Teacher Attitudes,Parent Attitudes

This study explored the relationships among the components of the Arizona Department of Education's new teacher evaluation model, with a particular focus on the extent to which ratings from the state model's teacher observation instrument differentiated higher and lower performance. The study used teacher-level evaluation data collected by the Arizona Department of Education from five participating pilot LEAs during the 2012/13 school year. The study relied primarily on descriptive statistics calculated from the results of the different component metrics piloted in these LEAs, as well as analysis of the correlations among these components. Results indicated that teachers' observation item scores tended to concentrate at the Proficient level (the second-highest score on a four-point scale: Unsatisfactory, Basic, Proficient, and Distinguished), with this level accounting for 62 percent of all observational item scores. In addition, while the strength of the correlation between results from observations and the state's student academic progress metric was generally low, the correlation varied significantly between high- and low-performing teachers, as well as between certain teacher subgroups. The following are appended: (1) Arizona Teacher Evaluation Model; (2) Pilot Local Education Agency Information; (3) Study Methods; (4) Detailed Arizona Teacher Evaluation Model Pilot Results; 2012/13; and (5) Detecting nonlinear Relationships between Observation Item Scores and Student Academic Progress Metrics.
Special Education Teachers' Perceptions of Students with Emotional Impairments and Their Same-Sex Behaviors: A Multiple Case Study
Author: Arrieta, Stefanie A.
Date: 2014-06-01
Type: Reports - Research
Subjects: Special Education,Special Education Teachers,Teacher Attitudes,Emotional Disturbances,Behavior Disorders,Sexual Orientation,Interviews,Secondary School Teachers,Secondary School Students,Sexuality,Disabilities,Faculty Development,Bullying

Although recent trends in educational research have addressed the educational plight of LGBT [lesbian, gay, bi-sexual, transgender, and queer/questioning] students, a dearth of literature exists about the subpopulation of LGBT youth with disabilities, namely those with verified emotional-behavior disorders (EBDs). Discussions throughout what literature does exist, and as recapped in this article, point to a connection between EBD and LGBT status that often exists. One specific component missing in this discourse has been special education teachers' perceptions and responses to their EBD students who have a concurrent LGBT identity. The present study was an initial attempt to partially fulfill the void with the involvement of nine special education teachers in a multiple case study about the topic that has otherwise not appeared in the literature. Findings revealed that these teachers had little to no professional development relative to the topic, but strive to not treat their LGBT special education students differently than non-LGBT students. Furthermore, they reported their predication that their LGBT students consider their special education status to be more of a stigma than their sexual orientation. Reflections about the research study are provided.
NAEP Fourth-, Eighth-, and Twelfth-Grade Reading Scores by Gender: 2005, 2007, 2009, 2011, 2013
Author: Klecker, Beverly M.
Date: 2014-11-05
Type: Speeches/Meeting Papers
Subjects: National Competency Tests,Elementary School Students,Secondary School Students,Scores,Reading Improvement,Effect Size,Gender Differences,Comparative Analysis,Standardized Tests,Reading Achievement,Meta Analysis,Educational Legislation,Federal Legislation,Public Schools,Correlation,Grade 4,Grade 8,Grade 12

This paper describes a secondary analysis of the National Assessment of Educational Progress (NAEP) reading scores by gender. Data were national public 4th- and 8th-grade reading scores from composite and subscales for 2005, 2007, 2009, 2011, and 2013. Twelfth-grade scores for composite and literary experience from 2005, 2009, and 2013 and gain information from 2005 were included. Differences (p.&lt;0.001; Cohen's &quot;d&quot; effect size) in reading average scale scores by gender were consistent across grade level and years with females scoring higher than males. Results are congruent with a previous study of NAEP reading by gender across fourth-, eighth, and twelfth-grade-levels for 1994, 1998, 2000, 2002, and 2003 (Klecker, 2006). Discussion includes comparisons with cross-cultural international assessments and possible explanations for the widely-observed gender difference in large-scale standardized reading assessments.
Impact of Student Calculator Use on the 2013 NAEP Twelfth-Grade Mathematics Assessment
Author: Klecker, Beverly M.
Date: 2014-11-05
Type: Reports - Research
Subjects: Grade 12,High School Students,Mathematics Achievement,Scores,Graphing Calculators,Educational Technology,Teaching Methods,Mathematics Tests,Literature Reviews,Quasiexperimental Design,Statistical Analysis,Correlation,Instructional Effectiveness,Calculators,Technology Uses in Education,Effect Size

This descriptive research study examined 2013 NAEP 12th-grade mathematics scores by students' use of graphing calculators in math classes and the kind of calculator students used during NAEP assessment. NAEP Data Explorer analysis included two questions from Student Factors: How often do you use these different kinds of calculators in math class? Graphing [M817601], and Kind of calculator used for test? [M830201]. The literature review included international experimental and quasi-experimental research on student use of calculators during learning and assessment. The overall (100%) M=152, SD=34 (scale-range 0-300). NAEP scores by use of graphing calculator in math class were: never use (18%) M=137, SD=29; sometimes not often use (21%) M=145, SD=34; usually use (61%) M=165, SD=32. NAEP scores by calculator use for the test: None: (35%) M=153, SD=33; NAEP provided: (39%) M=147, SD=30; Scientific non-graphing: (8%) M=146, SD=33, Graphing: (17%) M=171, SD=33. Effect sizes (Cohen, 1988) ranged from d=0.26 to d=0.90.
An Ethnographic Inquiry on Internet Cafés within the Context of Turkish Youth Culture
Author: Koc, Mustafa
Date: 2013-07-00
Type: Journal Articles
Subjects: Ethnography,Life Style,Information Technology,Internet,Computer Mediated Communication,Males,Youth,Interviews,College Students,Student Attitudes,Foreign Countries,Cultural Context,Self Concept,Educational Experience,Social Experience,Observation,Socialization,Qualitative Research,Semi Structured Interviews

Contemporary studies have become interested in determining transformative effects of information and communication technologies on youngsters' social and cultural identity developments. Internet cafés are techno- social spaces where people access to digital media and interact with global cultural flows. Such interactions are profound because they fundamentally challenge diverse locality and traditional values. In this paper, we report the findings of ethnographic research study as a part graduate thesis project about Internet cafés in Turkey. Our purpose was to find out how Internet cafés are being used by Turkish youth and how these sites affect their social, cultural, and educational experiences. We conducted intensive observations in three Internet cafés and semi-structured interviews with four college students. The results show that Internet cafés are being used mostly by male youngsters mostly for entertainment and communication purposes. Internet café usage are closely related to the emergence of techno-consumerist youth culture or lifestyle. This suggests that technology is more than a simple and neutral instrument that constitutes complex social and cultural dimensions which may involve profound alterations for people lives. The following are appended: (1) Internet Café Observation Template; and (2) Interview Guiding Questions Form.
Implementing Strategies of Cooperation for Enhancing Intrinsic Motivation towards English Language Learning
Author: Zapata, Julian Esteban
Date: 2007-02-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Action Research,Second Language Learning,Student Motivation,Teacher Attitudes,Cooperation,Cooperative Learning,Questionnaires,Interviews,Student Journals,Observation,Secondary School Students,English Teachers,Socialization,Learning Activities,Educational Games,Student Attitudes,Language Attitudes,Student Improvement

This action research paper dealt with how to increase motivation towards English language learning through cooperative work in a public school in Medellín, Colombia. It was necessary to explore the concepts of teachers' beliefs, social teaching, collaborative and cooperative learning, to understand the conditions and activities that favored English language teaching and learning in this group and motivation through: Two questionnaires, two interviews, a students' journal and the student-teachers' in class- participant and non participant observations. Conclusions were drawn concerning certain criteria and some strategies to actually increase motivation in this group of teenagers. An appendix presents strategies that make cooperative work more productive. (A bibliography is included.)
Response to Intervention and Math Instruction
Author: Hinton, Vanessa
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Response to Intervention,Intervention,Computation,Mathematics Skills,Problem Solving,Literature Reviews,Young Children,Early Childhood Education,Numeracy,Primary Education,Elementary School Students,Elementary School Mathematics,Kindergarten,Grade 1,Grade 2,Instructional Effectiveness,At Risk Students

Response to intervention (RTI) is a framework in which interventions are implemented mostly in general education classes to resolve academic difficulties and help to mitigate contextual variables (i.e., lack of instruction, socio economic status, cultural differences, etc.) as an explanation for academic failure. The implementation of evidence-based interventions is very important to the RTI framework. There is limited research regarding RTI and evidence-based interventions in mathematics and young students. For math interventions to be successful in an RTI framework, comprehensive math interventions have to incorporate computation fluency, problem solving, and the use of visual representational simultaneously. Moreover, early instruction in math skills sets the foundation for developing higher order math skills. Therefore, this manuscript reviews the literature regarding math interventions that would apply to early childhood students and are conducive to the RTI model.