ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of the Formal Knowledge in the Formation of the Proof Image: A Case Study in the Context of the Infinite Sets = Ispat Imajinin Olusumunda Formal Bilginin Rolü: Sonsuz Kümeler Baglaminda Bir Durum Çalismasi
Author: Pala, Ozan
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,College Mathematics,Undergraduate Study,Validity,Mathematical Logic,Preservice Teachers,Elementary School Mathematics,Preservice Teacher Education,Knowledge Level,Mathematical Concepts,Foreign Countries

Although the emphases on the importance of proving in mathematics education literature, many studies show that undergraduates have difficulty in this regard. Having researchers discussed these difficulties in detail; many frameworks have been presented evaluating the proof from different perspectives. Being one of them the proof image, which takes into account both cognitive and affective factors in proving, was presented by Kidron and Dreyfus (2014) in the context of the theoretical framework of &quot;abstraction in context&quot;. However, since the authors have not deepened the relationship between the proof image and formal knowledge, this article was intended to fill this gap. In this study, which is part of a larger doctoral thesis, descriptive method one of the qualitative methods was used. The participants of the study were three pre-service teachers selected via criterion sampling method among sophomore elementary school mathematics teacher candidates. In parallel with a course relating to Cantorian Set Theory, task-based individual interviews (Task I-II-III-IV) were conducted in the context of the equivalence of infinite sets. The subject of &quot;infinity&quot; had been chosen as the context of the study since it contains a process that goes from intuitive to formal. In the first task (Task I), the actions that the participants had performed without enough pre-knowledge was examined in terms of the proof image. In the second task (Task II) carried out after a course, in which basic knowledge was presented, the same question was asked to the participants again. Thus, the processes formed with the presence of formal knowledge were analysed. As a result of the descriptive analysis executed on the data of both tasks, it was determined that Ç, who was one of the participants, reached a proof image in the second task although she failed in the first task. Therefore, in this study, findings of her proving activity were shared. Consequently, formal knowledge has been identified to be directly related to each of the components of the proof image and, its main contributions have been listed as headings.
Examining the Role of Spatial Skills and Mathematics Motivation on Middle School Mathematics Achievement
Author: Atit, Kinnari
Date: 2020-00-00
Type: Journal Articles
Subjects: Spatial Ability,Mathematics Skills,Standardized Tests,STEM Education,Learning Motivation,Middle School Students,Correlation,Mathematics Instruction,Grade 7,Mathematics Tests,Prediction,Questionnaires,Student Attitudes,Achievement Tests

Background: Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals' motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1056 seventh grade students. Results: Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students' performance on a state standardized mathematics subtest. Results: indicate that spatial skills and motivation interact to significantly predict students' mathematics performance. Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students' mathematics achievement. [The article was published in &quot;International Journal of STEM Education&quot; (EJ1261343).]
2015 Collaborative Regional Education (CORE) i3 Validation Study: Implementation and Impact Study Results. Final Report
Author: ICF International
Date: 2020-12-00
Type: Reports - Research
Subjects: High School Students,Program Effectiveness,Technology Integration,Active Learning,College Readiness,Career Readiness,Skill Development,Learner Engagement,Self Efficacy,High School Teachers,Faculty Development,Student Characteristics,Rural Schools,College School Cooperation,21st Century Skills,Grade 10,Grade 11,Grade 12,Standardized Tests,Scores,Grade 9

Purpose: The purpose of this two-year study was to assess the impact of the CORE program, a model that integrates technology and active learning modules in high schools by providing multi-disciplinary teams of teachers and administrators with professional development and resources to support the development of students' non-cognitive skills and increase their college and career readiness. A fidelity of implementation study was also conducted to assess the seven key program components were being implemented as intended. Methods: This Randomized Control Trial (RCT) study followed a cohort of 9th and 10th grade high school students in 28 treatment and control schools; students completed the CWRA+ assessment and non-cognitive skills, engagement, and self-efficacy scales at three timepoints. Using the hierarchical linear model (HLM), the study assessed one-year program impact and two-year program impact. The two-year program impact model suffered a high attrition (due to COVID19) and the study became a quasi-experimental design (QED) study after propensity score matching analysis was applied. Results: Findings highlight how students at CORE schools showed increased scores across the two-year program intervention. Specifically, standardized effects on CWRA+ scores, the non-cognitive skills scale, engagement scale, and efficacy scale were respectively, 0.22, 0.22, 0.23, and 0.32. The effect size for the efficacy scale (0.32) was large enough to be considered important. To selectively mention exploratory findings, the level of program exposure both in terms of whether students were enrolled in the program-trained teachers' courses and whether teachers participated in PD activities seemed correlated with a higher growth in student's CWRA+ scores. Another set of exploratory findings implied that the program impact may interact with demographic characteristics of students. Findings demonstrate a need for further testing of differences between student subgroups based on demographics, as well as the importance of buy-in from program implementers to provide the customized PD support that educators and partners at rural schools need to more effectively serve their students. The exploratory findings suggested that the program exposure of teachers and students may be a key to enhance the CORE program impact. [This report was submitted by the ICF Evaluation Team.]
Assessment Principles and Guidelines for ELLs with Disabilities
Author: Thurlow, Martha L.
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: English Language Learners,Students with Disabilities,Student Evaluation,Evaluation Methods,Test Items,Test Construction,Test Bias,Test Content,Individualized Education Programs,Academic Accommodations (Disabilities),Language Proficiency,Measurement,Academic Standards,Student Characteristics,Student Needs,Reports,Information Dissemination

The Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project has identified essential principles of inclusive and valid assessments for English language learners (ELLs) with disabilities. These principles were developed from a Delphi expert review process with nationally recognized experts in special education, English as a second language or bilingual education, assessment, and accountability. Additional input was obtained through discussion of the principles at national assessment and education conferences as well as during meetings of the Council of Chief State School Officers State Collaborative on Assessments and Student Standards (SCASS) groups. This report presents five core principles of valid assessments for this population of students, along with a brief rationale and specific guidelines that reflect each principle. The principles are: (1) Content standards are the same for all students; (2) Test and item development include a focus on access to the content, free from bias, without changing the construct being measured; (3) Assessment participation decisions are made on an individual student basis by an informed Individualized Educational Program (IEP) team; (4) Accommodations for both English language proficiency (ELP) and content assessments are assigned by an IEP team knowledgeable about the individual student's needs; and (5) Reporting formats and content support different uses of large-scale assessment data for different audiences. Appendices included in this report describe the Delphi data collection process, and members of the expert panel. References and selected core resources related to each principle and guideline are also included in an appendix.
Comparison of Computer-Aided Instruction and Inquiry-Based Teaching on Students&apos; Anxiety towards Science
Author: Kaya, Hasan
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Active Learning,Inquiry,Instructional Effectiveness,Science Instruction,Pretests Posttests,Student Attitudes,Science Interests,Scientific Concepts,Middle School Students,Grade 7,Self Efficacy,Scores,Foreign Countries,Anxiety

The present study was conducted to explore the effect of the use of computer-aided and inquiry-based teaching approaches on 7th grade students' anxiety towards science. The research was carried out in the spring semester of 2016-2017 academic year with the participation of 69 students from two classes of a middle school in Kayseri, Turkey. The pre-test and post-test quasi-experimental design without a control group was used. Within the scope of the study, &quot;Reflection in the Mirrors and Absorption of the Light&quot; unit was taught through computer-aided instruction in experimental-1 group, and inquiry-based teaching in experimental-2 group by developing suitable activities for each approach. In the study, data were collected through Science Anxiety Scale. The data were analyzed through paired-samples and independent samples t-tests. According to the results, although both teaching approaches decreased the level of science anxiety, it was seen that computer-aided instruction was more effective than inquiry-based learning. In addition, in terms of five sub-dimensions of the scale, there are significant differences between two groups' post-test scores in favour of experimental-2 group. Lastly, although girls were more anxious towards science based on the pre-test scores, no significant difference was found between post-test scores in terms of gender.
Innovative Financing for Global Education. ESP Working Paper Series. 2013 No. 58
Author: Filipp, Robert
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Innovation,Financial Support,Global Approach,Education,Investment

Innovative financing is a growing prospect and priority in the education sector, where over 57 million children and youth do not have access to schools, and the funding gap for achieving basic education for all is estimated at $26 billion. It has made a significant difference in meeting the UN Millennium Development Goals, especially in health, by generating more than $7 billion in additional financial resources through a range of new institutions and partnerships. This paper presents a comprehensive and practical analysis of the current state of innovative financing in global education. The report argues that education is a complex sector characterized by significant barriers to investment. But it also suggests how to break through these barriers using innovative financing such as solidarity levies and private sector investments through a global education investment bank. This research, carried out by the Innovative Finance Foundation, is part of the Open Society Education Support Program's efforts to identify innovative financing mechanisms and approaches that can increase the availability and allocation of resources for education systems. [This report was written with contributions by Diego Filmus and Taya L. Owens.]
Rankings of the States 2019 and Estimates of School Statistics 2020. NEA Research
Author: National Education Association
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Public Education,Enrollment Trends,Attendance Patterns,Teacher Salaries,Educational Finance,Financial Support,Expenditures,Expenditure per Student,High School Graduates,Public School Teachers,School Districts,Elementary Secondary Education,Federal Aid,State Aid,Government Role,Local Government,Income,Average Daily Attendance,Geographic Location,Educational Administration

The data presented in this report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Thus, the National Education Association (NEA) Research offers this report to its state and local affiliates as well as to researchers, policy makers, and the public as a tool to examine public education programs and services. Part I of this report--Rankings 2019--provides state-level data on an array of topics relevant to the complex enterprise of public education. Since the 1960s, Rankings has presented facts and figures useful in determining how states differ from one another--and from national averages--on important school statistics such as student attendance, teacher employment and average salary, and school revenues and expenditures. Of course, no set of tables tells the entire story of a state's education offerings. Consideration of factors such as a state's tax system, provisions for other public services, and population characteristics also are needed. Therefore, it is unwise to draw conclusions based solely on individual statistics in this report. Part II of this report--Estimates 2020--is in its 75th year of production. Estimates provides data tables projecting public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Not surprisingly, interest in the improvement and renewal of public education continues to capture the attention of the nation. Part III of this report--National Trends 2011-20--presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous ten years. Such trends at the national level have been based on data reported state by state. [For &quot;Rankings of the States 2018 and Estimates of School Statistics 2019,&quot; see ED600923.]
Career and Technical Education and Academics: Annotated Bibliography
Author: Dean, Julia Catherine
Date: 2020-03-00
Type: Reference Materials - Bibliographies
Subjects: Vocational Education,Students with Disabilities,Integrated Curriculum,Educational Legislation,Federal Legislation,Equal Education,Academic Education,Curriculum,Transitional Programs,High School Students,State Standards,Career Academies,Secondary School Students,STEM Education,Student Participation,Job Skills,Regular and Special Education Relationship,Foreign Countries,Mathematics Achievement

Career and Technical Education (CTE) has predominantly existed parallel to academic education. Recently however, CTE and academic instruction have begun to intersect and merge. This confluence can be very beneficial for students with disabilities. Careful planning for both academic and CTE instruction is critical. It allows for students with disabilities to access the general education curriculum similarly to their nondisabled peers. Studies have shown that curriculum integration and academic CTE classes have a positive impact on test scores, technical skills, academic skills, and even dropout rates for students with and without disabilities. This annotated bibliography summarizes the literature addressing the ways curriculum integration and CTE programs with an academic focus impact students with disabilities. The target populations of these studies have included students with disabilities, students without disabilities, students in CTE classes, students not in CTE classes, as well as teachers.
Policy and Educational Reform in Career and Technical Education: Annotated Bibliography
Author: Dean, Julia Catherine
Date: 2020-03-00
Type: Reference Materials - Bibliographies
Subjects: Educational Policy,Educational Change,Vocational Education,Annotated Bibliographies,State Policy,Federal Legislation,Program Implementation,Teaching Methods,Work Experience Programs,Educational Legislation,Students with Disabilities,Technical Education,Disabilities,Civil Rights Legislation

Policy generally refers to outlined ways of doing things, which are usually linked to laws. Educational reforms are changes in educational policies, expectations, and implementations. Policy and educational reform includes reforms at the federal, state, and local levels. Examples of federal reform include the passing of the Americans with Disabilities Act (1990), Carl D. Perkins Vocational and Applied Technology Education Act (2018), the Individuals with Disabilities Education Act (2004), the No Child Left Behind Act (NCLB, 2011), and others. Educational reform can include national programs like School-to-Work or state and school level reforms. Policy and educational reform is relevant to transition planning because it can alter what transition planning looks like and what it should include. The literature describes a multitude of policy, law, and educational reform and how they impact learners with and without disabilities, school demographics, educators, administration, and others. Overall, IDEA (2004), NCLB (2011), and Perkins (2018) were the most discussed policies. Other policies included Goals 2000 (1994), School-to-Work (1994), and various state and local policies and educational reforms. This annotated bibliography summarizes 27 resources relating to policy and educational reform in career and technical education in transition planning.
Postsecondary Education and Community Involvement: Annotated Bibliography
Author: Dean, Julia Catherine
Date: 2020-03-00
Type: Reference Materials - Bibliographies
Subjects: Postsecondary Education,Citizen Participation,Individualized Transition Plans,Students with Disabilities

Postsecondary education is any education that occurs after high school. Postsecondary education includes trade school and vocational school as well as community colleges, four year institutions, and postgraduate institutions. Community involvement is what individuals do to be involved within their community. It can include participation in day programs, work and employment, participation in civics, and participation in other community activities. Postsecondary education and community involvement is a vital part of transition planning for students with disabilities. The Individual Transition Plan (ITP), found in the Individualized Education Program (IEP), requires for annual goals and objectives related to life after high school which should include postsecondary education, community involvement, or both. These goals and objectives should be focused on helping the student to prepare for postsecondary education and community involvement. The literature presented in this annotated bibliography states that students with disabilities are able to receive postsecondary education and be involved in the community similarly to their typically developing peers. It also suggests that students with disabilities may need more accommodations, modifications, supports, and services to participate in postsecondary education, community events, and employment. There seems to be evidence that career and technical education (CTE) classes and curriculum increase students with disabilities' participation in postsecondary education, community events, and employment.
Assessing Racial Campus Climate. Insights on Equity and Outcomes. Issue 24
Author: Rockey, Marci
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: College Environment,Race,Institutional Evaluation,Community Colleges,Student Experience,Racial Bias,Racial Discrimination,Minority Group Students,Minority Group Teachers

In partnership with the Illinois Community College Board (ICCB), the Office of Community College Research and Leadership (OCCRL) has had an ongoing commitment toward providing support for Illinois community colleges, with the goal of advancing equitable outcomes for students. In pursuit of this objective, OCCRL researchers have worked with numerous Pathways to Results (PTR) teams statewide, applying the PTR framework to analyze data toward naming a specific equity gap, interrogating associated institutional processes and practices, and implementing change toward closing the identified gap. Regardless of what a PTR team ultimately decides to focus on, conversations on equity inevitably lead to conversations on race. Within such talks, questions often arise about the extent to which institutional leaders understand the racial campus climate. This brief supports practitioners in answering the following questions: (1) What is racial campus climate? (2) Why would a community college assess racial campus climate? and (3) What resources could be utilized to assess racial campus climate?
Teacher Views on Administrators&apos; Leadership Styles and Level of Organizational Virtuousness
Author: Sezgin Nartgün, Senay
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Public Schools,Leadership Styles,Instructional Leadership,Principals,Administrator Behavior,Ethics,Trust (Psychology),Organizational Climate,School Culture,Correlation,Teaching Experience,Teacher Characteristics,Foreign Countries

Based on the views of teachers employed in Bolu central district primary and secondary schools, this study aimed to determine whether relationships exist between leadership styles and organizational virtuousness by assessing school principals based on their leadership styles, determining their organizational virtuousness levels, and investigating these according to several variables. A random sampling method was used in the sample selection and 232 teachers were selected. Two scales were utilized as data collection tools: The &quot;Leadership Styles Survey&quot;, and the &quot;Organizational Virtuousness Scale&quot;. The research results showed no significant differences in teacher views on leadership styles based on gender, position, type of school, and level of education although significant differences were observed in cultural, instructional, ethical, visionary, learning, and transformational leadership sub-dimensions according to the professional seniority variable. [This paper was presented at The International Conference on Lifelong Learning and Leadership for All (ICLEL-15), in Olomouc on October 29-31, 2015.]