ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Experiences of Mathematics during the Transition from Primary to Secondary School
Author: Attard, Catherine
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Student Attitudes,Foreign Countries,Educational Change,Elementary School Students,Middle School Students,Secondary School Mathematics,Teacher Student Relationship,Interaction,Computer Uses in Education,Learner Engagement,Longitudinal Studies,Catholic Schools

As part of a longitudinal case study on engagement in middle years mathematics, 20 students attending their first year of secondary school in Western Sydney were asked to provide views on their experiences of the transition to secondary school in relation to mathematics teaching and learning. Differences in teacher-student relationships caused the most concern due to the decrease in teacher-student interactions and a reliance on computer-generated mathematics lessons. Findings indicate that a strong pedagogical relationship forms the foundation for sustained engagement in mathematics during the middle years. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Challenging Multiplicative Problems Can Elicit Sophisticated Strategies
Author: Downton, Ann
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Learning Strategies,Foreign Countries,Word Problems (Mathematics),Grade 3,Multiplication,Elementary School Students,Difficulty Level,Interviews

This paper reports on 13 Grade 3 students' approaches to &quot;Equivalent groups&quot; and &quot;Times&quot; as &quot;many&quot; multiplicative word problems. The findings are part of a larger study relating to children's development of multiplicative thinking. Of particular interest was the extent to which task level of difficulty influenced students' strategy choice. The results suggest a relationship between the level of difficulty and strategy choice: the more difficult the task the more sophisticated strategy choice. (Contains 3 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Impact of a Developmental Framework in Number on Primary Teachers' Classroom Practice
Author: Bobis, Janette
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Affective Behavior,Foreign Countries,Cognitive Development,Teaching Methods,Knowledge Level,Elementary School Teachers,Elementary School Students,Numeracy,Interviews,Surveys,Mathematics Skills,Elementary School Mathematics,Faculty Development

This paper presents the findings of an investigation into the influence primary teachers' knowledge of a researched-based framework describing children's cognitive development in early number has on their teaching practices. Survey and interview data from twenty-eight teachers were collected to determine teachers' perceptions of their understanding of the framework, their ability to use the framework to assess students' mathematical development and to plan appropriate instruction. The findings raise further questions about the influence of affective factors, such as teachers' confidence in their own knowledge, on their instructional decision-making. (Contains 1 figure and 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Auditing the Numeracy Demands of the Middle Years Curriculum
Author: Goos, Merrilyn
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Numeracy,Foreign Countries,Middle Schools,Curriculum,Academic Standards,Knowledge Level,Mathematics Skills,Interdisciplinary Approach,Social Environment,English Instruction,Science Instruction,Information Technology,Health Education,Physical Education,Second Language Instruction,Art Education

The &quot;National Numeracy Review&quot; recognised that numeracy development requires an across the curriculum commitment. To explore the nature of this commitment we conducted a numeracy audit of the South Australian Middle Years curriculum, using a numeracy model that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation. All Learning Areas in the published curriculum were found to have distinctive numeracy demands. The audit should encourage teachers to promote numeracy in even richer ways in the curriculum they enact with students. (Contains 3 figures.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The &quot;Number Proficiency Index&quot;: Establishing the Starting Point for Mathematical Instruction in High School
Author: Brockbank, Phil
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Mathematics Achievement,Foreign Countries,Probability,Numeracy,Longitudinal Studies,Indexes,Secondary School Mathematics,High Schools,Teaching Methods,Correlation,Numbers,Mathematics Skills,Grade 8

This paper summarises part of a longitudinal study to investigate the possibility of establishing an Index that would indicate the appropriate starting point for instruction for students entering high school and reports on the first group of students to sit the Index tests in 2005, comparing the predictive nature of the tests with other state and national tests through correlations. The Index tests focus on the number construct and it is envisaged that by identifying the student's deficiencies or strengths in this construct it may be possible to devise interventionist strategies or extension activities that would increase the probability of success in later years. (Contains 3 tables and 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
&quot;Scratch&quot;ing below the Surface: Mathematics through an Alternative Digital Lens?
Author: Calder, Nigel
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Educational Technology,Computer Uses in Education,Computer Software,Teaching Methods,Mathematical Logic,Technology Integration

A key element in the examination of how students process mathematics through digital technologies is considering the ways that digital pedagogical media might influence the learning process. How might students' understanding emerge through engagement in a digital-learning environment? Interactive software that has cross-curricula implications and facilitates thinking in rich, problem-solving environments is emerging. &quot;Scratch&quot;, a free-to-download graphical programming environment provides opportunities for creative problem solving. This paper is part of an on-going study into the ways mathematical learning evolves through these alternative environments. It reports on a pilot research study involving 10-year-old children using &quot;Scratch&quot; to create mathematical digital learning objects, including games, and examines the ways mathematical thinking was facilitated through this process. (Contains 1 figure.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Impact of Two Teachers' Use of Specific Scaffolding Practices on Low-Attaining Upper Primary Students
Author: Ferguson, Sarah
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Mathematics Achievement,Mathematics Instruction,Foreign Countries,Scaffolding (Teaching Technique),Manipulative Materials,Teaching Methods,Observation,Discussion (Teaching Technique),Low Achievement,Cognitive Processes,Affective Behavior,Elementary School Mathematics

This paper reports on two upper primary teachers' use of particular scaffolding practices, individual discussion and the use of manipulatives. The cognitive and affective impact on four low-attaining students in these classes is described. The teachers and students were observed during eight to ten sequential tasks. &quot;Scaffolding conversations&quot; emerged as a common practice for these teachers whilst the use of manipulatives represented a point of difference. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
The Terminology of Mathematics Assessment
Author: Greenlees, Jane
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Achievement,Mathematics Curriculum,Course Content,Vocabulary,Context Effect,Visual Aids,Standardized Tests,Test Construction,Test Validity,Elementary School Students,Catholic Schools

Standardised testing has received a lot of political and public attention recently in Australia. This paper describes the sense-making of Year 3 students as they interpret items from the 2008 NAPLAN. Results show that student performance changed dramatically when the terminology of an item was modified and subsequently were not a true indication of student mathematical knowledge and understanding. Implications include the need for test designers to carefully consider the terminology included within assessment items and the need for comprehensive analysis of student results. (Contains 4 figures and 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Perceived Professional Learning Needs of Numeracy Coaches
Author: Anstey, Leonie
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Numeracy,Foreign Countries,Pedagogical Content Knowledge,Teacher Competencies,Questionnaires,Interviews,Knowledge Base for Teaching,Faculty Development,Teacher Improvement

This paper describes part of research conducted with fifteen Numeracy Coaches as they carried out their work supporting teachers in Victorian government schools. There was great variation in the mathematical background of coaches, and this area of the research investigated the changing perception of professional learning priorities to support their work in schools, using questionnaire and interview data. The data indicated that the coaches' priority for mathematics content knowledge and pedagogical content knowledge strengthened over the year of the study. (Contains 3 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Using Developmental Frameworks to Support Curriculum Outcomes
Author: Callingham, Rosemary
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Mathematics Curriculum,Mathematics Teachers,Faculty Development,Secondary School Mathematics,High Schools,Developmental Stages,Comparative Analysis

Curriculum documents in Australia are designed around outcomes and related standards. Teachers need to provide opportunities for students to learn the content that will allow them to meet the expectations defined in the curriculum. After undertaking professional learning sessions about the SOLO model, mathematics teachers in six high schools hypothesised developmental pathways for several key mathematical ideas. These theorised pathways were compared with Australian and State curriculum outcomes. The implications of using this approach for supporting teachers are discussed. (Contains 2 tables.) [The study reported in this paper was supported by an Australian Research Council Linkage Grant: LP 0455320. For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2008-09 (Fiscal Year 2009). First Look. NCES 2011-329
Author: Johnson, Frank
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Expenditures,Charter Schools,Educational Finance,State Departments of Education,Data Collection,Vocational Education,Public Education,Elementary Secondary Education,Public Schools,Special Education,Expenditure per Student,School Districts,School Construction,National Surveys,Tables (Data)

The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The U.S. Census Bureau conducts the data collection for the finance surveys on behalf of NCES. State education agencies (SEAs) report the finance data through an online data collection site. SEAs report student membership data through the U.S. Department of Education's ED&quot;Facts&quot; data collection system. This report presents findings on public education revenues and expenditures using fiscal year 2009 (FY 09) data from the National Public Education Financial Survey (NPEFS) of the CCD survey system. Programs covered in the NPEFS include regular, special, and vocational education; charter schools (if they reported data to the SEA); and state-run education programs (such as special education centers or education programs for incarcerated youth). While the tables in this report include data for all NPEFS respondents, the discussion in the text is limited to the 50 states and the District of Columbia. Data for all 10 of the current expenditure functions collected on NPEFS are presented in tables 2, 3, and 4. These 10 functions are combined to produce the four categories displayed in tables 7 and 8. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 10 tables, 3 figures, 3 footnotes, and 1 online related data files link.) [For the Fiscal Year 2008 edition, see ED509800.]
Driving Leadership Style in Leading to Enhance Participation and Involvement in School
Author: Rajbhandari, Mani Man Singh
Date: 2011-06-16
Type: Reports - Research
Subjects: Foreign Countries,Employees,Leadership Styles,Interviews,Leadership,School Community Relationship,Community Involvement,Educational Development,Leadership Effectiveness,School Administration,Administrative Organization,Principals,School Councils,Developing Nations

&quot;Driving leadership style&quot; enhances local participation and involvement in school in reducing a gap between the school and the local community. As gap filler, leadership role was therefore instigated to drive the local community to participate and involve in the School. The purpose of this exploration was to analyze the driving leadership ability to initiate participation and involvement in the school for bringing development and school. Semi structured interview was conducted as a research method. The analyses of the data were triangulated for reliability and validity. The initiation of driving leadership brought about collaborative teaming, collective values creating harmony with toning, being confident for tasking and setting the mission according to the vision with timing and participating and involving with transforming. Ability of driving leadership style displayed the magnitude of progress upon foundational improvement at the beginning of their participation and involvement. Driving leadership style was viewed importance for changes and development bringing the driving forces with participating from the bottom as a lead follower. Driving leadership style acclaimed to be successful in eliminating the status quo and restraining forces in the teachers, parents, local groups and the external developmental agencies. Initiatives for task and considerate for the employees was an essence of producing intelligence to contextual phenomena that driving leadership style pursued demonstrate before the followers. This allowed the employees to concentrate for task and become motivated to accomplish with commitment. The effectiveness of driving leadership style resulted with maximum participation and involvement creating the chain effect in the community and influencing them to become concerned for the school. Driving leadership style by virtue appeared to be working inside out and outside in. This indicated to reach inside into the micro level to meso and to the macro and visa versa. Remaining as a lead follower in the team, driving leadership intellectual capabilities to contextual setting proved aspiring concern for task and for employees. (Contains 5 figures.)
An Analysis of the Education Systems in Mexico and the United States from Pre-Kinder to 12 Grade
Author: Rosado, Luis A.
Date: 2011-06-16
Type: Reports - Descriptive
Subjects: Foreign Countries,Public Schools,Comparative Education,Elementary Secondary Education,Definitions,Educational Policy,Differences,Comparative Analysis,Preschool Education,Administrative Organization,Mexican Americans,Mexican American Education,School Law,Indigenous Populations,Bilingual Education,Adult Education,Curriculum

This article provides an overview of the public school system in Mexico from early childhood to high school, and compares it with the American education system.  It also identifies educational terminology and concepts unique to the Mexican system that can become possible sources of conflict and confusion for American educators. (Contains 7 endnotes and 3 tables.)
Reflections on Teaching Social Studies to ESL Students
Author: McBain, Robert
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Natural Resources,Native Speakers,Social Studies,Teaching Methods,English (Second Language),Instruction,Reflection

The study of social studies is an important subject especially if ESL students are to understand the world around them. To study social studies effectively students often need to read texts which are most often at a level only written for native speakers which can be daunting at times and this can often turn into a tedious task but also that they often have to be prepared to read text in more detail to that of other subjects. They need to develop schema to prepare them for reading, together with associated vocabulary, grammar &amp; study questions which are related to these texts. The purpose of this paper was to show that with some thought and imagination some subjects even in the social studies can be enhanced to make learning for students into a more practical experience and it introduces a more student centered approach to an otherwise lecturing style of lesson. The paper offers certain tips and ideas for teaching theoretical aspects of history in particular the aspect of exploitation of Africa's natural resources and effective study skills in the proper use of highlighting when reading texts in ESL study. It also gives ideas in modifying texts to suit the levels of students' English. Finally it shows the effectiveness of mind mapping and the fun students can have when done correctly.
Adult Learning Theories Closure
Author: Baskas, Richard S.
Date: 2011-06-12
Type: Reports - Evaluative
Subjects: Learning Theories,Military Personnel,Adult Learning,Fire Protection,Independent Study,Nontraditional Education,Evaluation,Multiple Intelligences

A student-centered nontraditional learning program was proposed to better prepare fire department military personnel in obtaining their 911 dispatch certification at a Florida military installation. Maintaining an adequate number of dispatched qualified military personnel, in addition to current civilian dispatchers at the same location, improves the educational qualifications of the department during any emergencies. Various adult learning theories support how dispatch instructors teach their students. Research was conducted through the Education Resources Information Center (ERIC) and Google Scholar website, and 13 articles were retrieved. A literature review determined their application in the subject material.   Research revealed that the nontraditional learning program was supported by numerous adult theories.
Quality Matters[TM] Accessibility Survey: Institutional Practices and Policies for Online Courses
Author: Frey, Barbara A.
Date: 2011-03-23
Type: Reports - Research
Subjects: Electronic Learning,Online Courses,Disabilities,Accessibility (for Disabled),Higher Education,College Students,Policy,Resources,Training,Educational Quality,Surveys

Quality Matters (QM) is a professional organization that offers a faculty-centered, peer review process to certify the quality of online and blended courses. The purpose of this white paper is to share the results of a Quality Matters accessibility benchmarking study administered to 84 subscriber institutions. The primary goal of the survey was to identify the policies, practices, and processes used by Quality Matters institutions to create courses that are accessible for students with vision, hearing, or motor limitations. Based on the results, respondents note two key recommendations as a starting point to developing more accessible online programs. First, most institutions need a comprehensive disability policy specifically for online courses and programs. The second recommendation is to provide an inclusive training program that encompasses the needs of faculty course developers and the higher-level needs of the technology support staff. Appended are: (1) Quality Matters Accessibility Survey; and (2) Accessibility Resources. (Contains 4 figures.)
Year 11 Advanced Mathematics: Hearing from Students Who Buck the Trend
Author: Ho, Kai Fai
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Mathematics Education,Foreign Countries,Mathematics Instruction,Advanced Courses,Student Attitudes,High Schools,Secondary School Students,Interviews

There are concerns about the trends and patterns in enrolments in senior school mathematics. Shortages of suitably qualified teachers and dwindling students' demand for Advanced Mathematics have led some Western Australian schools to collaborate to provide an otherwise unavailable opportunity for their students to study Advanced Mathematics. It is of research interest amidst the downward trends in enrolment to learn about such students, to hear about their experiences and perspectives. This paper reports parts of the initial findings. (Contains 3 footnotes.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]