ethanporcaro/eric-fulltext-meta huggingface dataset:
How States Are Handling Lead in School Drinking Water. Education Leaders Report. Volume 7, No. 1
Author: Pakenham, Caroline
Date: 2021-11-00
Type: Reports - Research
Subjects: Water Pollution,Testing,Intervention,State Boards of Education,Role,Advocacy,Water Quality,Child Health,Poisoning,State Standards,Plumbing,School Districts,State Programs,Barriers,Board of Education Role,Data Collection,Information Dissemination,Financial Support,Technical Assistance,Data Use,Training

By the time a child graduates from high school, they will have spent an estimated 15,600 hours at school. Because a significant amount of children's daily water intake comes from school water fountains, ensuring their access to safe drinking water at school is essential for their overall health. And one key health challenge that schools across the country may face is the presence of lead in drinking water. This National Association of State Boards of Education (NASBE) analysis details how statewide efforts to test for lead in school drinking water vary across the country. To better understand the landscape of lead in water testing and mitigation across the country, NASBE conducted a literature scan, online public data review, interviews, and surveys from April 2021 through August 2021. This report provides recommendations that state boards can implement to advocate for effective, equitable lead in water testing and mitigation.
The Multiple Benefits of Motor Competence Skills in Early Childhood. Research Brief. RTI Press Publication No. RB-0027-2108
Author: Hudson, Kesha N.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Psychomotor Skills,Motor Development,Cognitive Development,Skill Development,Executive Function,Numeracy,Teaching Methods,Correlation,Group Activities,Child Health,Physical Development,Play,Social Development,Emotional Development,Language Acquisition,Preschool Children,Preschool Education

Recent findings from the Kids Activity and Learning Study complement North Carolina's multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children's development and promote school readiness. The brief includes specific recommendations for early childhood educators.
Spatial Ability, Skills, Reasoning or Thinking: What Does It Mean for Mathematics?
Author: Harris, Danielle
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Mathematics Instruction,Mathematical Logic,Thinking Skills,Numeracy,Mathematics Skills,Mathematics Curriculum,Foreign Countries,Visualization,Intervention

Spatial reasoning is identified as a Numeracy general capability in the Australian Curriculum, and more globally as a significant precursor to mathematics proficiency. Currently, the literature surrounding mathematical-spatial relations remains largely removed from classroom practice. This paper provides a reflection on the spatial cognition field as it relates to mathematics. The focus of the review is to find points of connection between psychological notions of spatial skills and spatial reasoning as it stands in curriculum and assessment.
Spatial Reasoning and the Development of Early Fraction Understanding
Author: Cutting, Chelsea
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Visualization,Nonverbal Communication,Fractions,Mathematical Concepts,Concept Formation,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Young Children,Public Schools,Elementary School Students,Foreign Countries

Young children are capable of engaging with ratio, measurement and operator meanings of fractions earlier than many national curriculum standards indicate, yet current trends in children's understanding of fractions in Australia, remain weak. Research suggests that spatial reasoning can positively influence mathematical knowledge; however, the connection between spatial reasoning and fraction understanding remains under-researched. This paper will present qualitative data from a Design Based Research study that examined a spatialised approach for teaching fractions to 6-and 7-year-old children. Findings indicate that spatial reasoning played an important role in helping children develop early fraction knowledge.
The Unaccounted Students of the Pandemic: A Cross-Sector Analysis of Hawaii&apos;s Enrollment Decline. CEPA Working Paper No. 21-07
Author: Murphy, Mark
Date: 2021-08-00
Type: Reports - Research
Subjects: Public Schools,Enrollment Trends,Student Mobility,Out of School Youth,COVID-19,Pandemics,Pacific Islanders,Teacher Student Ratio,Predictor Variables,School Closing,Private Schools,Withdrawal (Education),Instructional Program Divisions,Geographic Location,Home Schooling,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Racial Differences,Ethnicity

Growing evidence illustrates the size and character of public-school enrollment declines during the COVID-19 pandemic. However, far less is known about where unenrolled students went. Using unique cross-sector enrollment and mobility data from the state of Hawaii, this study provides evidence that demographic changes and movement to private schools, out of the state, or to homeschooling did not account for the full loss of public-school students. Many unenrolled students appear to have redshirted or dropped out of formal education during school year (SY) 2020-21. Further, regression analyses with island fixed effects indicate that two pre-pandemic factors predicted school-level enrollment declines: (1) the share of the Pacific Islander students; and (2) whether the school had a high pupil-teacher ratio.
Secondary Pre-Service Teachers&apos; Views on Using Games in Teaching Probability: An International Collaboration
Author: Dayal, Hem
Date: 2021-00-00
Type: Reports - Research
Subjects: Secondary School Teachers,Preservice Teachers,Student Attitudes,Game Based Learning,Probability,Statistics Education,Foreign Countries,Educational Cooperation

&quot;Probability&quot; and &quot;statistical literacy&quot; is an important aspect of the school curriculum in many countries. In this study, we report on findings from a larger study that engaged pre-service teachers as key stakeholders in research in exploring teaching probability and statistics using a game-based teaching approach. The current study focuses on 23 pre-service teachers' views about game-based teaching and learning. Our sample of teachers were from two universities in the Pacific region. The findings strongly indicate that pre-service teachers can derive useful pedagogical knowledge by engaging in the game-based teaching intervention. All the preservice teachers support the use of real-life based practical approaches in their teaching.
Teacher Actions for Consolidating Learning in the Early Years
Author: Livy, Sharyn
Date: 2021-00-00
Type: Reports - Research
Subjects: Teaching Methods,Elementary School Teachers,Mathematical Concepts,Concept Formation,Lesson Plans,Cognitive Processes,Grade 1,Educational Objectives,Mathematics Instruction,Discussion (Teaching Technique),Faculty Development,Foreign Countries

All students should have access to learning experiences that help them make sense of important mathematical concepts. This study highlights teacher actions for consolidating student learning during teacher-lead discussion in the early years. We report on a case study of a Year 1 teacher involving a lesson observation. Highlights of the lesson include intended teacher actions that supported students to focus on the learning goals; use of work samples to make concepts clearer; fostering mathematical connections; and questioning strategies for promoting cognitive activation. Teacher actions such as questioning strategies and discussion of work samples may be key for helping students to achieve mathematical learning goals.
The Development and Efficacy of an Undergraduate Numeracy Assessment Tool
Author: Knowles, Andrea
Date: 2021-00-00
Type: Reports - Research
Subjects: Numeracy,Probability,Undergraduate Students,Computer Assisted Testing,Student Evaluation,Correlation,Statistics Education,Mathematics Instruction,Scores,Grades (Scholastic),Mathematics Tests,Academic Failure,Foreign Countries

This paper describes the development and efficacy of an online tool for assessing the numeracy of undergraduate students. The tool was designed to be easy to administer, provide immediate feedback to students on whether they had the required level of numeracy, and to be consistent with other measures of adult numeracy. When used with students taking a mathematics or statistics course, we found a significant correlation of r = 0.45 between their numeracy score and final mark in their enrolled course. Students who had a numeracy score less than our threshold had a 30.6% probability of failing their course, whereas students who had a numeracy score of at least our threshold had a probability of failing of only 8.0%.
The Development and Validation of Two New Assessment Options for Multiplicative Thinking
Author: Siemon, Dianne
Date: 2021-00-00
Type: Reports - Research
Subjects: Multiplication,Thinking Skills,Mathematics Achievement,Correlation,Abstract Reasoning,Mathematics Instruction,Mathematics Tests,Geometry,Algebra,Teaching Methods,Learning Processes,Test Validity,Middle School Students,Foreign Countries,National Curriculum,Scaffolding (Teaching Technique),Numeracy

The capacity to recognise, represent, and reason about relationships between different quantities, that is, to think multiplicatively, has long been recognised as critical to success in school mathematics in the middle years and beyond. Building on recent research that found a strong link between multiplicative thinking and algebraic, geometrical, and statistical reasoning, this paper will describe the development and validation of two new assessment options for multiplicative thinking and discuss the significance of this for the teaching and learning of mathematics in the middle years of schooling.
Building Mobility Competence of Intending Teachers
Author: Kostina, Ekaterina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Mobility,Teacher Competencies,Preservice Teachers,Teacher Education,Cross Cultural Studies,Linguistic Competence,Second Language Learning,Foreign Countries,English (Second Language)

The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers' academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course &quot;Teaching a foreign language through the culture of native speakers&quot;, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students' readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Teaching Culture: Non-Verbal Intercultural Blunders through Expat Eyes
Author: Farcasiu, Marcela Alina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Cultural Awareness,Intercultural Communication,Nonverbal Communication,Communicative Competence (Languages),Foreign Nationals,Travel,Relocation,Overseas Employment,Second Language Learning,Undergraduate Students,Course Descriptions,Foreign Countries,Personal Narratives,Cultural Differences,Business Communication,Corporations,International Trade

The 21st century is witnessing a growing movement of people from one corner of the world to another, either for business or personal reasons, like never before. These people will be bringing with them their own differences, values, beliefs, and communication styles. Cultures will clash at the workplace, at a party, in the supermarket, in the subway, when dealing with the authorities, and the list can go on. That is why, this paper aims at providing students (i.e. future employees or managers, who will undoubtedly come into contact with different cultures in their future careers) with notions related to intercultural communication, mainly non-verbal communication. The paper also posits that one way of acquiring the intercultural communication competence in the classroom is by providing real-life examples of what such communication means, i.e. through accounts and stories told by expats, who are people who travel and decide to relocate to another country (embracing or not the new culture) mainly for business-related reasons. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Revisiting Contemporary Homeschooling: The Case of the United States
Author: Zamir, Sara
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Home Schooling,Educational Legislation,Affordances,Barriers,Educational Trends

The term &quot;homeschooling&quot; denotes the process of educating, instructing, and tutoring children by parents at home instead of having this done by professional teachers in formal settings. Although regulation and court rulings vary from one state to another, homeschooling is legal in all fifty American states. Contrary to the growing tendency of parents in the United States to move toward homeschooling in 1999-2012, the rate of homeschooling and the population of those educated in this manner appear to have leveled off in 2012-2016. This paper aims to explain both phenomena and asks whether a trend is at hand. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Critical Thinking as Educational Challenge
Author: Predanocyová, L'ubica
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Thinking Skills,Skill Development,Competency Based Education,Preservice Teacher Education,Elementary Secondary Education,Undergraduate Study,Educational Strategies,Foreign Countries

Critical thinking currently represents the necessary ability of an individual to orient himself in a world full of information, it allows him to search for his own identity, to form his own opinions, attitudes. Critical thinking is an individual intellectual process in which the thinker improves and cultivates the quality of his thinking, activating himself in the assessment of actions, various situations. The paper will present current theoretical approaches to understanding critical thinking and its position, we will also introduce critical thinking as one of the necessary human competencies acquired in the educational process. The paper will present the results of research by a team of experts at Constantine the Philosopher University Nitra, focused on the development of critical thinking in the educational process, which is part of the undergraduate training of future teachers and its subsequent implementation in educational practice. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
The Tattslotto Question: Exploring PCK in the Senior Secondary Mathematics Classroom
Author: Maher, Nicole
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Mathematics Instruction,Learning Processes,Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Student Attitudes,Probability,Lesson Plans,Teaching Methods,Foreign Countries

Pedagogical Content Knowledge (PCK) is a powerful construct for examining the complexity of teacher knowledge. Together with teachers' moment-by-moment choices of action, it provides insight into teachers' knowledge and its influence on student learning. This paper investigates the PCK experienced by a senior secondary mathematics class during a lesson on probability. Data were gathered through observation, and student and teacher interviews. Multiple aspects of PCK were evident and were used in complex and dynamic ways.
Understanding Secondary School Students&apos; Motivations for Mathematics Subject Choice: First Steps in Construct Validation and Correlational Analysis
Author: Bell, Jacky Tianmi Pei
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Expectation,Success,Mathematics Instruction,Secondary School Mathematics,Course Selection (Students),Foreign Countries,Grade 10,High School Students,Grade 11,Value Judgment,Barriers,Correlation

With the increased workplace demand for STEM specialists, and the trend in capable students opting out of higher levels of secondary mathematics, the psychological influences on mathematics subject choice are important issues to explore. Expectancy-value theory is used to examine the factors influencing such achievement choices. In the present study, as part of a larger programme of research on mathematics subject choice, we sought to validate self-report measures of students' expectancies for success, values, and perceived costs associated with participation in mathematics. Confirmatory factor analysis supported the hypothesised factor structure, with the measures displaying acceptable levels of internal consistency.
What Sense Do Children Make of &quot;Data&quot; by Year 3?
Author: Watson, Jane
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Grade 3,Elementary School Students,Data Analysis,Concept Formation,Learning Processes,Classroom Observation Techniques,Foreign Countries,Literacy,National Competency Tests,Numeracy,Student Surveys,Student Attitudes,Learning Theories,Knowledge Level

Statistical terms are used in everyday language and, at times, used in non-statistical ways. It is often assumed students understand statistical terms because of their common use; however, research into their understanding of specific statistical terms is scant. This report focuses on 58 Year 3 students' responses to the basic question, &quot;What does the term 'data' mean?&quot;, and associated examples of data and data representations. The results indicate students are making progress in establishing meaning about data and their representations. Recommendations include more use of varying contexts within which students can explore data to enrich and enhance their learning about the practice of statistics.
Go the Distance or Keep Your Distance? Challenges for the Emergency Remote Education in a Brazilian State University
Author: Avelar, Maira
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Emergency Programs,Foreign Countries,State Universities,COVID-19,Pandemics,Undergraduate Students,Socioeconomic Status,Inclusion

In this paper, we discuss the impacts of the pandemic generated by COVID-19 on Brazilian Higher Education, specifically at a State University of Bahia, Brazil. To do so, we present a brief contextualization of the progress of the pandemic in Brazil, in the state of Bahia and in the region where the University is located. We also present the laws and regulations elaborated by different governmental bodies, especially the Ministry of Education, for the continuation of classes, in face-to-face undergraduate courses, by remote means. Despite the initial emphasis of these regulations on the use of Digital Information and Communication Technologies, later there was a flexibility regarding the means for offering the remote classes. As for the case of the University discussed here, the continuation of undergraduate courses' classes interrupted by the pandemic, via the Emergency Remote Education, was approved on July 9th. We focus specifically on the outline of the student digital inclusion program, which provides scholarships for the acquisition of equipment, internet services and transportation. The results show that the resources allocated to this plan are insufficient, given the socioeconomic low-profile of the students. In addition, many of them live in locations with insufficient or no internet available, as well as are working and/or taking care of people full-time during the pandemic. Thus, the guarantee of access of students to the Emergency Remote Education, as well as the quality of this Education, may not be ensured through this plan. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
How the COVID-19 Pandemic Determined the Amplitude of Conspiracy Theories
Author: Babii, Alexandra-Niculina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Incidence,Beliefs,Misconceptions,Critical Thinking

In difficult situations as the COVID-19 crisis, people try to find explanations in order for their mind not to be in an alert state anymore. The new pandemic did not spread only the SARS-COV-2 virus, but also it spread a lot of misinformation and disinformation, a lot of fake news and plenty of conspiracy theories. Even if before COVID-19 there were these kind of theories in which some people strongly believed, after the start of the pandemic, the COVID-19 conspiracy theories increased and also they determined harmful actions in the society. This paper presents the most popular conspiracy theories and what are their common ground. Most of the theories are not new, they are just updated and created based on instant connections between new events. This study presents a literature revew on different explanations on why the COVID-19 conspiracy theories are more popular. It takes into consideration lack of critical thinking together with the biased minds and presents cognitive dissonance as a posible cause. At the same time, the fear of the unknown at high intensity influenced the belief in these theories. The lockdown during the pandemic determined plenty of people to spend more time online which determined the rise of misleading information. It cannot be denied that the bad management of some authorities had some influence. In the end, some conspiracy believers have some mental models already formed that are fertile ground for these theories. What can be a solution for this phenomenon to decrease? [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]