ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Leadership as a Key to Education Innovation. Action Steps and Promising Strategies for State, District, and University Officials. Policy-to-Practice Brief
Author: National Comprehensive Center for Teacher Quality
Date: 2010-08-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Teacher Persistence,Teacher Leadership,Teacher Recruitment,Educational Innovation,Educational Policy,Educational Practices,State Action,School Districts,Teacher Effectiveness

Teacher leadership can improve teacher retention, strengthen the teaching profession, build the capacity of school leaders, and facilitate innovative advances to the structure of school staffing. Therefore, many states are beginning to formalize teacher-leadership options, and this expanded career continuum is expected to facilitate improved teacher recruitment and retention rates (Koppich, 2001). This TQ Center Policy-to-Practice Brief will discuss these innovations and provide action steps and promising strategies for other educational leaders to further promote teacher leadership in schools. (Contains 1 table.)
Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well. Issue Brief
Author: Croft, Andrew
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Faculty Development,Professional Development,Teaching Methods,Outcomes of Education,Educational Improvement,Educational Change,Academic Achievement,Mentors,School Districts,Teacher Evaluation

Featured prominently in recent federal education regulations, the term &quot;job-embedded professional development&quot; has come into increasingly common usage for more than a decade, yet rarely is it explicitly defined. But what exactly is job-embedded professional development? What types of teacher learning opportunities count as being job embedded? How might job-embedded professional development improve teaching practices and student learning outcomes? What does the research say about it, and how can states and districts implement it well? In this Issue Brief--written in collaboration with the Mid-Atlantic Comprehensive Center and the National Staff Development Council--the National Comprehensive Center for Teacher Quality (TQ Center) intends to answer these important questions with a focus on job-embedded professional development for teachers only (not for other educators such as principals). (Contains 2 tables.) [This report was written with Joellen Killion.]
Student Achievement and the Leadership Capacity of Early Childhood Public Elementary School Principals: Is There a Correlation?
Author: Muhammad, Bridgette
Date: 2010-05-00
Type: Information Analyses
Subjects: Credentials,Young Children,Kindergarten,Professional Development,Principals,Elementary Schools,Literature Reviews,Administrator Qualifications,Leadership Responsibility,Early Childhood Education,Academic Achievement

This is a review of literature that seeks to add to the body of information on the evidence of the leadership capacity of elementary school principals who have pre-kindergarten and kindergarten programs in their school and how the leadership capacity influence student achievement. This review of literature purpose is out to find what the credentials and qualifications of most elementary school principals who were administrators of an early childhood program are, and if lack of qualification in early childhood made a difference in student achievement. The review revealed (1) the need for additional research on the effect of leadership capacity of principals in charge of early childhood, (2) most elementary school principals do not have any special qualifications for early childhood leadership and (3) professional development for this segment of the school population for the elementary school principal is often neglected.  Studies further revealed that professional development for elementary school principals in the implementation and evaluation of a quality early childhood program could make a significant difference in the quality of early childhood experiences which produces higher achievement among students in later grades.
Assessing the Need for Curriculum or Delivery Revisions to the D.A.R.E.[R] K-4 Visitation Lessons: A Qualitative Inquiry
Author: Witte, Jeffrey H.
Date: 2011-06-00
Type: Reports - Research
Subjects: Drug Education,Elementary School Curriculum,Teaching Methods,Curriculum Development,At Risk Students,Program Attitudes,Elementary School Teachers,Teacher Attitudes,Teacher Surveys,Interviews

Over the last several decades, research has questioned the effectiveness of the D.A.R.E.[c] (Drug Abuse Resistance Education) program.  D.A.R.E.[c] has also experienced cuts based on budget restrictions and personnel reallocations within police agencies, as well as competing demands for classroom time.  Although concerted efforts have been made to revise the elementary core, middle school, and high school D.A.R.E.[c] curricula, the visitation lessons for grades K-4 have not undergone a major update since at least 1996.  The purpose of this study was to examine the attitudes, beliefs, and feelings of K-4 teachers toward classroom-based safety and resistance skills programs (including D.A.R.E.[c]), focusing on the need for revisions to the curriculum content and/or delivery methods.  The qualitative research was conducted within the eight highly-diverse elementary schools of the Princeton City School District in Hamilton County, Ohio.  Forty respondents (34.8% of the 115 K-4 classroom teachers) completed voluntary surveys, and four teachers (representing different grade levels and buildings) participated in one-on-one follow-up interviews.  Respondents tended to rate their students as being at more-than-average risk to engage in substance abuse or other risky or dangerous behaviors, and they showed strong interest in (and support for) D.A.R.E.[c] visitation lessons in their K-4 classrooms, especially since they are presented by a uniformed police officer.  None of the respondents was able to name another safety and resistance skills program, other than D.A.R.E.[c], that they would rather have in their classroom.  Respondents did not endorse any major changes to the topics covered by the K-4 D.A.R.E.[c] lessons, but they did prefer some flexibility in the program to focus on contemporary issues faced by each school's individual population.  Suggested changes in presentation style centered around embracing new classroom technologies (primarily &quot;smart boards&quot;), along with the increased use of hands-on activities, including role-playing, and reinforcing methods, such as reflective writing and literature connections.  The study recommends that these considerations be included in revisions or updates to the D.A.R.E.[c] grades K-4 visitation lessons, preferably in the near future. The following are appended: (1) Written permission for research project; (2) K-4 teacher survey (with instructions); and (3) Follow-up interview questions (with instructions).
Language Negotiation in a Multilingual Mathematics Classroom: An Analysis
Author: Bose, Arindam
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Education,Multilingualism,Foreign Countries,Classroom Communication,Teacher Student Relationship,Language Usage,Language of Instruction,Code Switching (Language),Grade 6

We have analysed multilingual mathematics classroom discourse to understand how languages are negotiated in student-teacher conversations under the assumption that language-use is a socially embedded process. We attempt to comprehend in what different ways languages (of instruction and local) are mixed and switched to arrive at better clarity and understanding of the mathematical contexts. We conclude that when teachers cultivate negotiation between languages by reinforcing the practice of code mixing and switching, students' understanding and participation is enhanced. [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.]
Becoming More Numerate: The Journey of Tania
Author: Galligan, Linda
Date: 2010-07-00
Type: Reports - Research
Subjects: Nursing Students,Mathematics Education,Numeracy,Foreign Countries,Nontraditional Students,Surveys,Interviews,Mathematics Skills,Competence,Pretests Posttests

This is the academic numeracy journey of Tania, who participated in a research study that investigated the academic numeracy skills of nursing students. Tania is a mature aged woman, and her story represents many of such mature aged students as they journey into a largely unknown university culture. The data for this research came from student assignments, surveys, interview transcripts, emails and screencasts. To see the development in Tania's numeracy, this paper utilises the micro- and macrogenetic models from Valsiner, and his approach to dialogic self. We see Tania in different I-positions in particular of becoming a university student, becoming a nursing student and becoming numerate i.e. as being able to use mathematics confidently and competently in a nursing context. (Contains 4 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.]
Students' Frames of Reference and Their Assessments of Interest for Statistical Literacy
Author: Carmichael, Colin
Date: 2010-07-00
Type: Reports - Research
Subjects: Middle School Students,Foreign Countries,Mathematics Education,Competence,Student Interests,Statistics,Self Esteem,Self Concept,Peer Influence,Mathematics Skills

This study examines the influence of middle school students' frames of reference on their assessments of interest for statistical literacy. Based on the responses of 406 middle school students to a previously validated interest measure, the study explores students' use of &quot;external&quot;--perceived self-competency when compared with others--and &quot;internal&quot;--perceived self-competency when compared with other subjects--frames of reference on their interest assessments. The study concludes that students' assessments of interest appear to be dependent on both comparisons but only for those students who consider that they are worse at maths than their peers. The interest assessments of other students appear to be less dependent on their self-competency beliefs. (Contains 2 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.]
Teachers' Extent of the Use of Particular Task Types in Mathematics and Choices behind That Use
Author: Clarke, Doug
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Teachers,Middle School Teachers,Mathematics Education,Teaching Methods,Selection,Reflective Teaching,Relevance (Education),Visual Aids,Models,Criteria,Pedagogical Content Knowledge

As part of a larger project, &quot;Task Types in Mathematics Learning,&quot; through the use of a questionnaire, we sought middle years mathematics teachers' insights into the task types they chose to use in mathematics, the reasons for these choices, and the ways (if any) in which their choices had changed as a result of their involvement in the project. We found that teachers were able to articulate the reasons for their choices, and that both the choices and the reasons given varied considerably across the group. We also found that most teachers had changed their relative use of task types as a result of the project. Of particular note was the increased use of contextual tasks. (Contains 1 figure and 2 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.]
Aspects of Teachers' Knowledge for Helping Students Learn about Ratio
Author: Chick, Helen
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Pedagogical Content Knowledge,Misconceptions,Knowledge Level,Mathematical Concepts,Mathematics Teachers,Teaching Methods,Teaching Skills,Secondary School Mathematics,Secondary School Teachers,Questionnaires

Ratio (and associated topics such as fractions and proportion) is known to be an area of mathematics that students find difficult. Multiplicative thinking is necessary, and students benefit from a wide range of strategies and representations for interpreting ratio. This study examined aspects of teachers' pedagogical content knowledge for teaching ratio, and investigated their knowledge of a typical misconception together with the strategies that they would use for dealing with such a misconception. The nature of the numerical examples that they suggested might be useful in teaching was also examined. Most teachers were able to recognise the misconception, but not all were able to generate examples that might help students to deal with it. Teachers also appeared to have only a limited repertoire of strategies to assist students. (Contains 1 table 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.]
The Predominance of Procedural Knowledge in Fractions
Author: Forrester, Tricia
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Mathematics Teachers,Knowledge Level,Mathematical Concepts,Teacher Role,Knowledge Base for Teaching,Preservice Teachers,Elementary School Teachers,Pedagogical Content Knowledge,Foreign Countries

Teachers play a crucial role in the mathematical learning outcomes of their students. The quality of teachers' mathematical knowledge has been of interest to key stakeholders and several lines of inquiry have been running in an effort to better understand the kinds of knowledge that mathematics teachers need to acquire and use to drive their lessons. Despite a decade of research in this area, the interconnections amongst the various strands of knowledge required by mathematics teachers is still unclear. In this report we attempt to investigate this issue by focusing on procedural and conceptual knowledge utilised in the assessment responses of a cohort of prospective teachers. (Contains 5 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.]
Making Sense of Critical Mathematics Teaching
Author: Andersson, Annica
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Teacher Attitudes,Critical Thinking,Identification (Psychology),Teacher Responsibility,Ethnography,Foreign Countries,Teaching Methods,Social Sciences,Secondary Schools,Educational Change,Mathematics Teachers,Secondary School Mathematics

This paper highlights a teacher's perspective when changing her accustomed and traditional way of teaching into a pedagogic approach philosophically inspired by critical mathematics education. The focus here is on the practitioner's identities during the teaching process, in a context of change. The research is socio-culturally grounded and involves a methodologically critical ethnography. The teacher's learning was demonstrated through her voice in the end as sensing freedom in her teaching, reflecting on new possibilities and analysing the responsibilities different actors have in the mathematics classroom. Her experiences indicate that a critically mathematics inspired teaching approach has the potential to support teachers' achievement of agency. [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.]
Why Do Disadvantaged Filipino Children Find Word Problems in English Difficult?
Author: Bautista, Debbie
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Problem Solving,Foreign Countries,Word Problems (Mathematics),Disadvantaged Youth,English (Second Language),Language of Instruction,Teaching Methods,Poverty,Elementary School Students

Young Filipino students are expected to solve mathematical word problems in English, a language that many encounter only in schools. Using individual interviews of 17 Filipino children, we investigated why word problems in English are difficult and the extent to which the language interferes with performance. Results indicate that children could not solve word problems independently when these were given in English. However, appropriate interventions such as presenting problems in Filipino or narrating them led to improved performance. Implications for teaching are proposed. (Contains 2 tables, 2 figures and 7 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.]
Two Test Items to Explore High School Students' Beliefs of Sample Size When Sampling from Large Populations
Author: Bill, Anthony
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Test Items,Sample Size,Foreign Countries,High School Students,Secondary School Mathematics,Sampling,Student Attitudes,Grade 9,Research Methodology

Two test items that examined high school students' beliefs of sample size for large populations using the context of opinion polls conducted prior to national and state elections were developed. A trial of the two items with 21 male and 33 female Year 9 students examined their naive understanding of sample size: over half of students chose a sample size of &quot;10% of the population&quot;, and a quarter chose a sample size of 15,000--both approaches grossly exceeding the accepted sample size. (Contains 6 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.]
Percentages: The Effect of Problem Structure, Number Complexity and Calculation Format
Author: Baratta, Wendy
Date: 2010-07-00
Type: Reports - Research
Subjects: National Curriculum,Mathematics Curriculum,Mathematics Education,Foreign Countries,Grade 8,Grade 9,Mathematical Concepts,Computation,Numbers,Secondary School Mathematics

This study reports how the difficulty of simple worded percentage problems is affected by the problem structure and the complexity of the numbers involved. We also investigate which methods students know. Results from 677 Year 8 and 9 students are reported. Overall the results indicate that more attention needs to be given to this important topic. Simple unit fraction equivalents seem to be emphasised, at the expense of fundamental definition (&quot;out of a hundred&quot;) and apparently easy percentages such as 30%. The draft National Curriculum gives better guidance on the variation amongst percentage problems. (Contains 1 table and 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.]
Bridging the Numeracy Gap for Students in Low SES Communities: The Power of a Whole School Approach
Author: Gervasoni, Ann
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Numeracy,Foreign Countries,Mathematics Teachers,Grade 1,At Risk Students,Low Income Groups,Disadvantaged Youth,Elementary School Mathematics,Teacher Role,Teacher Collaboration,Student Diversity

This paper explores the impact of the &quot;Bridging the Numeracy Gap Project&quot; on the whole-number learning of Prep and Grade 1 students living in a low Socio-Economic Status (SES) community. The findings suggest that an approach that includes a specialist mathematics teacher who provides specialised programs for mathematically vulnerable students, and who works in partnership with classroom teachers to design individual learning plans, and classroom mathematics programs that cater for the diverse range of students' learning needs, has a positive effect on mathematics learning and instruction. (Contains 4 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.]
Mathematics Teachers: Negotiating Professional and Discipline Identities
Author: Grootenboer, Peter
Date: 2010-07-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Teachers,Professional Personnel,Identification,Self Concept,Mathematics Education,Specialists,Pedagogical Content Knowledge,Middle Schools,Grounded Theory,Teacher Characteristics,Mathematics Instruction,Intellectual Disciplines

The professional practice of teachers is shaped and directed by their sense of identity  (Beijaard, Verloop, &amp; Vermunt, 2000). All teachers have some conception of themselves  as pedagogues, but they also have identities which relate to the disciplines that they are  required to teach. Here we report on a project that explored the nexus of these identities  with specialist mathematics teachers in secondary schools and generalist teachers who teach  mathematics in primary/middle schools. The preliminary findings presented here suggest  that when teaching mathematics, teachers often enact a pedagogy that unconsciously reflects their identities as somewhere on the continuum from mathematician to teacher. It appears that &quot;excellence&quot; as teachers may be associated with teachers viewing themselves as educators first and foremostly, but who have a positive perception of the discipline area, and who are confident in the related Pedagogical Content Knowledge. (Contains 1 footnote.) [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.]