ethanporcaro/eric-fulltext-meta huggingface dataset:
Behavioral Interventions to Advance Self-Sufficiency
Author: MDRC
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Intervention,Behavior Modification,Human Services,Children,Financial Support,Child Care,Employment Services,Randomized Controlled Trials,Program Improvement,Program Effectiveness,Behavioral Science Research

As the first major effort to use a behavioral economics lens to examine human services programs that serve poor and vulnerable families in the United States, the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project demonstrated the value of applying behavioral insights to improve the efficacy of human services programs. The BIAS project explored behavioral interventions to tackle problems in three primary domains--child support, child care, and work support--across agencies in a dozen states. This brief report defines behavioral insights, describes behavioral techniques employed in BIAS, and provides a snapshot of BIAS' findings across Texas, Washington, Ohio, Indiana, Oklahoma, New York, and California.
Students Using Digital Technologies to Produce Screencasts That Support Learning in Mathematics
Author: Galligan, Linda
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Mathematics Instruction,Foreign Countries,Tutorial Programs,Computer Mediated Communication,Surveys,Competence,Knowledge Level,Mathematical Concepts,Preservice Teacher Education,Assignments

This paper reports research on student produced screencasts to support learning. Participants in a Mathematics for Teachers course were asked to create and peer critique screencasts to explain concepts (year 4 to 9 level). They were also asked about their experience with screencasting and its impact on their own teaching and learning. This paper will discuss preliminary results of a pre-survey and highlight features of initial screencasts and their critiques. The paper concludes with an outline of future directions.
Principals' Views on the Importance of Numeracy as Children Start Primary School
Author: Goff, Wendy
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Administrator Attitudes,Principals,Numeracy,Doctoral Programs,Student Projects,Preschool Teachers,Mathematics Skills,Foreign Countries,Interviews,Teacher Attitudes,Elementary Education

This paper addresses data arising from initial discussion with school principals concerning the implementation of a doctoral project at their schools. The doctoral project involved the prep teacher working with the preschool teacher to support children's numeracy practices as they made the transition to school. The findings presented in this paper suggest that numeracy might not be a key priority for schools as children make the transition from preschool to primary school, despite government policy, frameworks and curriculum documentation advocating the otherwise.
Exploring the Demands and Opportunities for Numeracy in the Australian Curriculum: English
Author: Geiger, Vince
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Numeracy,National Curriculum,English Instruction,Semi Structured Interviews,Teacher Attitudes,Vignettes,Mathematics Skills,Teaching Methods,Concept Formation,Interdisciplinary Approach

Numeracy is a fundamental component of the Australian National Curriculum as a General Capability identified in each F-10 subject. In this paper we report on an aspect of a larger project aimed at investigating how effective cross-curricular numeracy practice can be implemented within the context of the Australian National Curriculum. Specifically, we draw on a numeracy audit of the English curriculum and on data collected via a semi-structured teacher interview to explore the numeracy demands and opportunities that exist in the teaching of English. Despite limited guidance for teachers in how to take advantage of numeracy skills within English, our investigation reveals that multiple opportunities to do so abound.
Bilingual Preschools. Volume I: Learning and Development
Author: Kersten, Kristin, Ed.
Date: 2010-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Bilingual Education,Preschool Education,English (Second Language),Grammar,Language Proficiency,Immersion Programs,Native Language,Second Language Learning,Language Acquisition,Monolingualism,Bilingualism,Cultural Awareness,Environmental Education,Recreational Facilities,Language Skills,Preschool Children,Language Tests,Animals

Drawing on data from eleven preschools in four European countries (Germany, Belgium, Sweden, and the UK), this edited volume explores the progress of preschool children learning English over a period of two years. In the first volume, children's lexical and grammatical comprehension, the quality of L2 input, the effect of immersion on L1 development, comparisons with English monolingual children, as well as intercultural learning are addressed. In addition, environmental learning in an immersion context, labelled &quot;green immersion,&quot; is outlined with reference to a bilingual preschool located within a zoological garden. The following are included in this report: (1) Introduction (Kristin Kersten, Andreas Rohde, Christina Schelletter, &amp; Anja K. Steinlen); (2) The Input Quality Observation Scheme (IQOS): The Nature of L2 Input and its Influence on L2 Development in Bilingual Preschools (Martina Weitz, Svenja Pahl, Anna Flyman Mattsson, Aafke Buyl, &amp; Elke Kalbe); (3) Receptive L2 Lexical Knowledge in Bilingual Preschool Children (Andreas Rohde); (4) Receptive L2 Grammar Knowledge Development in Bilingual Preschools (Anja K. Steinlen, Gisela Håkansson, Alex Housen, &amp; Christina Schelletter); (5) Lexical and Grammatical Comprehension in Monolingual and Bilingual Children (Christina Schelletter &amp; Rachel Ramsey); (6) SETK 3-5: A Developmental Language Test on German for 3-to-5-Year-Old Children (Anja K. Steinlen, Katharina Neils, Thorsten Piske, &amp; Christian Trumpp); (7) Intercultural Encounters in Bilingual Preschools (Lydia Gerlich, Holger Kersten, Kristin Kersten, Ute Massler, &amp;Insa Wippermann); (8) Green Immersion (Shannon Thomas, Petra Burmeister, Michael Ewig, Kristin Kersten, &amp; Suzanne Akerman); (9) Animal-Supported Environmental Education in a German-English Zoo Preschool (Inge A. Strunz &amp; Shannon Thomas); (10) Profiles of the ELIAS Preschools (Insa Wippermann, Christine Tiefenthal, Annelie Schober, &amp; Lena Gotthardt). The ELIAS Preschool Overview Questionnaire (ELIAS POQ) is appended. [For &quot;Bilingual Preschools. Volume 2: Best Practices,&quot; see ED572868.]
Bilingual Preschools. Volume 2: Best Practices
Author: Kersten, Kristin, Ed.
Date: 2010-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Bilingual Education,Preschool Education,English (Second Language),Grammar,Language Proficiency,Immersion Programs,Native Language,Second Language Learning,Language Acquisition,Monolingualism,Bilingualism,Cultural Awareness,Environmental Education,Recreational Facilities,Language Skills,Preschool Children,Language Tests,Animals,Best Practices,Program Development,Guides

Drawing on data from eleven preschools in four European countries (Germany, Belgium, Sweden, and the UK), this edited volume explores the progress of preschool children learning English over a period of two years. This edited volume (Volume II) gives details on best practices in bilingual preschools as well as background and training on topics such as second language acquisition, intercultural communication, green immersion, material development and guidelines for language use and the implementation of bilingual preschools. The following are included in this report: (1) Introduction (Kristin Kersten, Andreas Rohde, Christina Schelletter, &amp; Anja K. Steinlen); Part A: Results and Best Practices: (2) Foreign Language Education in Europe: Why Include Preschools? (Henning Wode); (3) Results of the ELIAS Research Studies: A Summary (Anja K. Steinlen, Ute Massler, Christina Schelletter, Shannon Thomas, Suzanne Akerman, Petra Burmeister, Aafke Buyl, Michael Ewig, Anna Flyman Mattsson, Lydia Gerlich, Gisela Håkansson, Alex Housen, Elke Kalbe, Holger Kersten, Kristin Kersten, Katharina Neils, Svenja Pahl, Thorsten Piske, Rachel Ramsey, Andreas Rohde, Martina Weitz, &amp; Insa Wippermann); (4) How to Start a Bilingual Preschool: Practical Guidelines (Kristin Kersten, Martina Drewing, Jessica Granados, Barbara Leloux, Annette Lommel, Anke Schneider, &amp; Sarah Taylor); (5) Guidelines for Language Use in Bilingual Preschools (Kristin Kersten, Anja K. Steinlen, Christine Tiefenthal, Insa Wippermann, &amp; Anna Flyman Mattsson). Part B: Background and Training: (6) Introduction to Second Language Acquisition (Andreas Rohde); (7) Introduction to Intercultural Communicative Competence in Bilingual Preschools (Ute Massler); (8) Bilingual Education for Sustainable Development: Green Immersion in Bilingual Preschools (Shannon Thomas); and (9) Material for Bilingual Preschools (Christine Tiefenthal, Insa Wippermann, Annelie Schober, Lena Gotthardt, &amp; Shannon Thomas). [For &quot;Bilingual Preschools. Volume I: Learning and Development,&quot; see ED572867.]
Measuring Mathematics Teacher Educators' Knowledge of Technology Integrated Teaching: Instrument Development
Author: Getenet, Seyum Tekeher
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Questionnaires,Knowledge Level,Technology Uses in Education,Educational Technology,Teaching Methods,Mathematics Instruction,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Test Construction

This study describes the construction of a questionnaire instrument to measure mathematics teacher educators' knowledge for technology integrated mathematics teaching. The study was founded on a reconceptualisation of the generic Technological Pedagogical Content Knowledge framework in the specific context of mathematics teaching. Steps in the development of the questionnaire were; consideration of the context in which the questionnaire would be used, comparison of proposed items with and existing instrument, expert review, and pilot testing. The process described provides a model for other researchers interested in adapting generic tools for mathematics specific use.
Children's Mathematical Knowledge Prior to Starting School
Author: Gervasoni, Ann
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Skills,Knowledge Level,Preschool Children,Early Intervention,National Curriculum,Mathematical Concepts,Concept Formation,Learning Modules,Comparative Analysis,Computation,Teaching Methods,Program Effectiveness,School Readiness,Play

The introduction of the &quot;Early Years Learning Framework and the Australian Curriculum-Mathematics&quot; in Australian preschools and primary schools has caused early childhood educators to reconsider what may be appropriate levels of mathematics knowledge to expect from children as they start school. This paper reports on initial data from an extensive evaluation of an early mathematics intervention and asks whether the expectations of young children recorded in the &quot;Australian Curriculum-Mathematics&quot; are realistic.
Longitudinal Progress of 6-Year-Old Students Who Participated in an &quot;Extending Mathematical Understanding&quot; Mathematics Intervention Program
Author: Gervasoni, Ann
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Primary Education,Longitudinal Studies,Mathematics Instruction,Intervention,Program Effectiveness,Mathematical Concepts,Acceleration (Education),Mathematics Skills,Numeracy,Multiplication,Addition,Subtraction,Knowledge Level

The longitudinal progress of 42 Grade 1 students who participated in a 10-20 week Extending Mathematical Understanding (EMU) intervention program was examined to evaluate the effectiveness of the program for enhancing and accelerating mathematics learning. Overall the students made accelerated progress during Grade 1 and their learning was maintained after the six-week summer break and also when they were assessed 12 months later. However, the rate of progress for many students was less during Grade 2 when they participated only in regular classroom lessons. [The research reported in this paper was funded by the Australian Government as part of the &quot;Bridging the Numeracy Gap in Low SES and Indigenous Communities&quot; Project.]
Students &quot;Holding&quot; the Moment: Learning Mathematics in an Inquiry Mathematics Classroom
Author: Fry, Kym
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Inquiry,Teaching Methods,Elementary School Mathematics,Maps,Foreign Countries,Observation,Brainstorming,Cooperative Learning

Teachers of inquiry mathematics face many challenges as understandings of how children learn in this environment are still developing. Children learn as they hold onto the moment of not knowing what to do. This paper operationalises learning for a small group of Year Three students exploring the usefulness of maps. As part of a PhD study using Design Research, the teacher-as-researcher identified perturbations generated by the students in her class and applied an operational definition of learning to track student development of mathematical knowledge.
Students and Real World Applications: Still a Challenging Mix
Author: Galbraith, Peter
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Mathematics Instruction,Problem Solving,Mathematical Models,Mathematical Applications,Mathematical Concepts,Mathematics Curriculum,Mathematics Activities,Foreign Countries

Rhetoric about the importance of students being equipped to apply mathematics to relevant problems arising in their lives, individually, as citizens, and in the workplace has never been matched by serious policy or curricular support. This paper identifies and elaborates authenticity implications for addressing this issue, and describes aspects of a modelling challenge in which students were mentored to engage in problem solving located in real world settings. Characteristics of the approach and selected student responses to the challenge are provided.
Changes in Students' Notation When Fractions Exceed One-Whole
Author: Gould, Peter
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Foreign Countries,Fractions,Elementary School Students,Elementary School Mathematics,Mathematics Skills,Mathematical Concepts

This study investigated the recordings of fraction notation, when the number of fractional parts exceeded the whole study, made by 79 Year 4 students from two schools serving quite different communities. Approximately 30% of the Year 4 students changed the name of the denominator when the whole was exceeded by one unit-fraction, for example, the fraction name changed from quarters to fifths when creating 5 quarters. This practice of changing the name of the fractional part when the whole was exceeded was evident in both schools.
The Odd Couple: The Australian NAPLAN and Singaporean PSLE
Author: Greenlees, Jane
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,High Stakes Tests,Mathematics Achievement,Grade 2,Grade 4,Grade 6,Grade 8,Mathematics,Mathematical Concepts,Thinking Skills,Problem Solving,Mathematical Logic,Mathematics Tests

The use of high-stakes assessment to measure students' mathematical performance has become commonplace in schools all over the world. Such assessment instruments provide national or international comparisons of student (and potentially teacher performance). Each form of assessment is specialised in nature and is characteristic of the culture and intent of the governing bodies. The purpose of this paper is to highlight differences and similarities between two national high-stakes assessments and the possible implications to students' sense making.
Hispanic Education Status Report 2015
Author: Skandera, Hanna
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Public Education,School Districts,Charter Schools,Preschool Education,Elementary Secondary Education,Academic Achievement,Attendance Patterns,Comparative Analysis,Bilingualism,Multilingualism,Postsecondary Education,Academic Persistence,Graduation,College Graduates,Teacher Effectiveness,Teacher Competencies,Equal Education,Federal Legislation,Strategic Planning

The primary purpose of this report is to comply with the statutory requirement that important data regarding Hispanic students is published annually and shared with key stakeholders. The 2014-2015 Hispanic Education Report identifies and incorporates the following data: (1) By school district and by charter school statewide: (a) Hispanic student achievement at all grades (PENDING); (b) attendance for all grades; (c) the graduation rates for Hispanic students (PENDING); (d) the number of Hispanic students in schools meeting School Growth Targets (SGTs) and in schools at each level of school improvement or restructuring (PENDING); and (e) the number and type of bilingual and multicultural programs in each school district and charter school; and (2) By postsecondary educational institution: (f) Hispanic student enrollment; (g) Hispanic student retention; and (h) Hispanic student completion rates. In addition to the statutorily required data listed above, this year's report includes teacher equity data that demonstrates the importance of every student having access to an effective teacher who advances their learning towards the ultimate goal of being college and career ready. The purpose of including equity data in this report is to spark a discussion and movement towards ensuring that Hispanic students have access to effective and highly effective teachers. Incorporated in this report is information about the Hispanic Education Advisory Council's (HEAC's) role in advising the secretary of education through a snapshot of the statutorily required Hispanic Education Act (HEA) 5-Year Strategic Plan. The HEA strategic plan is anchored in the three (3) statutorily required areas of advisement that are key in ensuring academic success for Hispanic students in the state: student success, family engagement, and collaboration. These three focus areas are aligned to the Public Education Department's (PED's) strategic levers. The Hispanic Education Act, 5-Year Strategic Plan is appended. A glossary and a list of acronyms are also provided.
A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students with Mathematics Problem-Solving Difficulties
Author: Jitendra, Asha K.
Date: 2016-03-11
Type: Reports - Research
Subjects: Schemata (Cognition),Teaching Methods,Mathematics Instruction,Mathematical Concepts,Problem Solving,Grade 7,Randomized Controlled Trials,Instructional Effectiveness,Pretests Posttests,At Risk Students,Mathematics Tests,Rating Scales,Teacher Attitudes,Teacher Surveys,Student Attitudes,Student Surveys,Scores

This paper reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to a SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed-posttest administered nine weeks later. Given students' difficulties with proportional problem solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem solving performance. [At time of submission to ERIC this article was in press with &quot;Journal of Learning Disabilities.&quot;]
The Transmission of Values to School-Age and Young Adult Offspring: Race and Gender Differences in Parenting
Author: Pagano, Maria E.
Date: 2003-00-00
Type: Reports - Research
Subjects: Parenting Styles,Child Rearing,Socialization,Values,Racial Differences,Gender Differences,African Americans,Whites,Mothers,Fathers,Interviews,Qualitative Research,Statistical Analysis,Social Attitudes,Interaction,Age Differences,Parents as Teachers,Multivariate Analysis,Socioeconomic Status

The current study explores parental socialization practices and the values transmitted to school-aged and young adult off-spring, focusing on race and gender issues involved in parental teachings. A community sample of 187 black and white mothers and fathers were interviewed with regards to their parenting practices using both quantitative and qualitative approaches. Higher levels of social concern and other-oriented themes in teachings were found among black parents, in contrast to a higher prevalence of individualistic themes among white parents. Interactions with child gender and age revealed that parents were more likely to mention individualistic skills and less likely to mention concern for others to older rather than younger daughters, with a reverse pattern found for sons. Parents remain active teachers in the lives of their children beyond the first and second decades of life, instilling skills and values shaped by ethnicity and gender. Comparison of socialization practices between racial groups reveals a notable capacity of black parents to promote personal development as well as societal well-being. [This article was published in the &quot;Journal of Feminist Family Therapy,&quot; v14 n3-4 p13-36 2003. Partial support for this research was provided by the Foley Family Foundation.]
2016 Spring Enrollment Report. Daring to Be Great: The NDUS Edge
Author: Weber, Jennifer
Date: 2016-02-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Annual Reports,Enrollment Trends,Institutional Characteristics,Comparative Analysis,Trend Analysis,Longitudinal Studies,Racial Distribution,Statistical Data,Statistical Distributions,Two Year Colleges

This 2016 Enrollment Report was prepared for the State Board of Higher Education by the North Dakota University System (NDUS). Enrollment trends highlighted herein include a one-year comparison for two-year institutions, four-year institutions, and system wide. Trends over the last five years and the last ten years are also described. For example, over the last five years, headcount in the NDUS has remained steady, decreasing overall by less than one percent or by a total of 370 students. Over this time period, the largest shift has been a decrease of students attending regional universities (-9.83% or -738 students), with the largest decrease occurring at DSU [Dakota State University] (-713 students) which experienced a -35.51% change in headcount. The ten-year NDUS headcount has increased 13.33% from 39,629 to 44,910. The system has currently 370 students less than the highest observed student headcount in Spring 2012 (n = 45,280), and 5,281 students more than the lowest observed student headcount in Spring 2007 (n = 39,629). Over the same ten-year time period, FTEs has increased by 2,495 or 7.61%. [For the 2016 Fall Enrollment Report, see ED572887.]