ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Billion Dollar Bets&quot; to Reduce Unintended Pregnancies: Creating Economic Opportunity for Every American
Author: Boyd, Michelle
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Social Mobility,Economic Opportunities,Investment,Private Financial Support,Prevention,Pregnancy,Contraception,Family Planning,Incentives,Access to Health Care,Evidence Based Practice,Low Income Groups,Capacity Building,Social Media,Marketing,Sex Education,Risk,Costs

This document is part of a Bridgespan Group research project that focused on the question: &quot;How could a philanthropist make the biggest improvement on social mobility with an investment of $1 billion?&quot; In answering this question, the authors have sought to understand &quot;what matters most&quot; for improving social mobility outcomes. To do this, the authors have drawn from extensive research conducted by leading scholars in the field. They have also outlined a range of tools to assist philanthropists seeking systemic and field-level changes that go well beyond scaling direct service interventions. Using the research and identified tools, the authors have created an illustrative set of &quot;bets&quot; that provide concrete roadmaps for high-leverage investments of $1 billion with the potential for sustainable change at scale. From a list of 15 high-potential bets through which philanthropists could have a significant impact on increasing upward mobility, six bets were selected that are particularly timely, suited to the unique role of philanthropy, have the potential to create significantly outsized impact, and, as a package, could truly sum to $1 billion. This concept paper illustrates one of the six bets. The paper discusses potential solutions to reducing unintended pregnancies in the United States. It focuses on building a national initiative that encourages and supports young women and their partners to make informed decisions about when to have a child and improving access to the most effective contraceptive methods. It also outlines the potential of seven investments philanthropists could make to improve and grow promising programs and to shift incentives and behaviors in an effort to reduce unintended pregnancies. Lastly, it puts the investments into economic perspective, quantifying their projected impact on the lifetime earnings of individuals and their families and highlighting for philanthropists the return on investment of such commitments. [For the main report, &quot;'Billion Dollar Bets' to Create Economic Opportunity for Every American,&quot; see ED606509.]
Looking Back, Looking Ahead: Celebrating 40 Years. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, South Carolina, November 15-18, 2018)
Author: Hodges, Thomas E., Ed.
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Algebra,Number Concepts,Geometry,Measurement,Inservice Teacher Education,Faculty Development,Knowledge Base for Teaching,Pedagogical Content Knowledge,Learning Processes,Preservice Teacher Education,Statistics,Probability,Teaching Methods,Classroom Techniques,Educational Technology,Technology Uses in Education,Research Methodology,Mathematics Curriculum,Equal Education,Educational Research

These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is &quot;Looking Back, Looking Ahead: Celebrating 40 Years.&quot; The Proceedings include papers from 6 plenary papers, 69 research reports, 133 posters, and 17 working groups. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Chapters include the following: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. [Individual plenary and research papers are available in ERIC.]
Five Years of ELEUK Conferences: A Selection of Short Papers from 2019
Author: Lallana, Amparo, Ed.
Date: 2020-07-13
Type: Books
Subjects: Spanish,Higher Education,Second Language Learning,Second Language Instruction,Teaching Methods,Learner Engagement,Personal Autonomy,Conference Papers,Oral Language,Consciousness Raising,Video Technology,Visual Aids,Peer Evaluation,Metalinguistics,Metacognition,Evaluation Criteria,Spanish Literature,Figurative Language,Foreign Countries,Grammar

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]
Raising Awareness on Assessment Criteria through Peer-Assessment and Self-Reflection in the Spanish Oral Class
Author: del Pozo García, Alba
Date: 2020-07-13
Type: Reports - Descriptive
Subjects: Oral Language,Spanish,Second Language Learning,Second Language Instruction,Peer Evaluation,Student Evaluation,Evaluation Methods,Language Tests,Stress Variables,Modern Languages,College Second Language Programs,Honors Curriculum,Cognitive Style,Foreign Countries,Undergraduate Students,Profiles,Self Evaluation (Individuals),Summative Evaluation

In language courses, oral skills are frequently a source of anxiety for students. Moreover, in some occasions, students are unfamiliar with the evaluation criteria used to assess their performances, increasing their level of stress when facing the oral exam. This article describes a series of activities based on the introduction of several formative and summative self- and peer-assessment activities in a Year 2 Spanish module, aimed at students in the Modern Languages Programme at the University of Nottingham. Students have varied profiles and learning styles, as their programmes include Modern Languages and some variations of Joint Honours programmes with languages. The activities aimed to give students some extra tools to allow them to better monitor their oral performance, potentially easing their concern on the linguistic elements which would be assessed and letting them autonomously identify their own strengths and the areas where they might need improvement. [For the complete volume, &quot;Five Years of ELEUK Conferences: A Selection of Short Papers from 2019,&quot; see ED606532.]
Learner Generated Digital Content: From Posters to Videos to Promote Content Acquisition in a Language Class
Author: Lecumberri, Esther
Date: 2020-07-13
Type: Speeches/Meeting Papers
Subjects: Video Technology,Second Language Learning,Second Language Instruction,Advanced Courses,Spanish,Visual Aids,Teacher Student Relationship,Task Analysis,Teaching Methods,Learning Strategies,Learner Engagement,College Seniors,International Trade,Business Administration Education,Foreign Countries,Languages for Special Purposes,Simulation,Teamwork

This article explores the use of Learner Generated Digital Content (LGDC) in the context of advanced Spanish language modules. An approach to learning and teaching frequently used and extensively researched in disciplines such as medicine and natural sciences, LGDC has in recent years made a cautious appearance in the area of modern languages (Lambert, Philp, &amp; Nakamura, 2017). In the present case, LGDC becomes a powerful tool to address the challenge of introducing content acquisition in what is primarily a language module. Through the creation and sharing of a range of archivable learner generated digital material (posters and videos), learners and teachers collaborate to develop a living and open access information resource that can be expanded and used by successive cohorts of students in a cumulative process of knowledge generation and knowledge exchange. Scheduled at different points throughout the term and designed to result in texts of increasing linguistic complexity, these tasks encourage students to engage with the process of content acquisition and provide them with opportunities to practise and refine the linguistic skills required for the successful completion of their final assessment (an individual presentation). The introduction of LGDC in the module teaching and learning strategy led to a noticeable increase in student engagement, as evidenced by the results of questionnaires. [For the complete volume, &quot;Five Years of ELEUK Conferences: A Selection of Short Papers from 2019,&quot; see ED606532.]
Grade 5 Students&apos; Negative Integer Multiplication Strategies
Author: Carpenter, Camilla H.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 5,Elementary School Students,Multiplication,Mathematical Concepts,Problem Solving,Task Analysis,Elementary School Mathematics,Mathematics Skills

Twenty-four Grade 5 students participated in clinical interviews where they solved integer multiplication number sentences. Drawing on the theoretical perspective of strategies that students use with whole number multiplication and integer addition and subtraction, we describe the strategies that students employ when negative integers are incorporated with multiplication. The students, although drawing on similar strategies for whole number multiplication (e.g., repeated addition, direct modeling), used these strategies differently (e.g., using Unifix cubes to represent -1). The students also used unconventional strategies for solving integer multiplication, such as analogies and invented procedures. The results highlight the important constructions of students prior to formal instruction on integer multiplication, where prior research has been mainly situated in thinking about integer addition and subtraction. [For the complete proceedings, see ED606531.]
Strategies Used by Mexican Students in Seeking Structure on Equivalence Tasks
Author: Martínez-Hernández, Cesar
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Grade 6,Mathematics Skills,Algebra,Learning Strategies,Mathematical Concepts,Symbols (Mathematics),Problem Solving,Computation

This paper presents strategies identified in Mexican rural school students in seeking structure on equivalence tasks that involve the equal sign and tasks that do not. The results arise from the pilot study of a research project on the structure of numbers and numerical operations -- a key aspect of early algebraic thinking. [For the complete proceedings, see ED606531.]
Identifying Latent Classes of Middle Grades Teachers Based on Reasoning about Fraction Arithmetic
Author: Ölmez, Ibrahim Burak
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Teachers,Middle School Mathematics,Knowledge Level,Mathematics Skills,Fractions,Teacher Characteristics,Women Faculty,Credentials,Teaching Experience,Certification

The purpose of this study was to examine distinct latent classes of middle grades mathematics teachers with respect to reasoning about fractions. Survey response data came from a nationwide sample of 990 in-service middle grades mathematics teachers. The survey focused on four components of reasoning about fractions in terms of quantities: referent unit, partitioning and iterating, appropriateness, and reversibility. The mixture Rasch model analysis detected three latent classes, each with strengths and weaknesses. Chi-square tests indicated significant relationships between latent class membership and various teacher characteristics such as gender, mathematics credential, grade-level experience, and highest grade-level certification. The results extend recent advances in measuring mathematical knowledge of teachers. [For the complete proceedings, see ED606531.]
Reflected Abstraction as a Mechanism for Developing Pedagogical Content Knowledge
Author: Tallman, Michael
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Pedagogical Content Knowledge,Cognitive Processes,Metacognition,Mathematics Instruction,Instructional Effectiveness,Reflective Teaching,Educational Experiments

Tallman (2015) argued that pedagogical content knowledge is a form of content knowledge with particular characteristics that endow it with pedagogical utility, and he conjectured that an essential characteristic of a teacher's content knowledge is her conscious awareness of the mental actions and conceptual operations that comprise her mathematical schemes. We report the results of a study that explored this conjecture by examining the pedagogical implications of engaging a pre-service secondary teacher in a mathematical intervention to support her construction of a powerful scheme for constant rate of change and to engender her conscious awareness of the mental processes that constitute this scheme. [For the complete proceedings, see ED606531.]
Learning from NAEP Released Items: U.S. Elementary Students&apos; Grasp of Multiplicative Relationships
Author: Smith, John P., III
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: National Competency Tests,Mathematics Tests,Mathematics Skills,Elementary School Mathematics,Elementary School Students,Grade 4,Multiplication,Number Concepts,Difficulty Level,Addition

Curricular analysis indicates that the U.S. students are introduced to multiplication in additive terms (as the replication of equal groups and repeated addition). But the virtue of this introduction for supporting students' understanding of the full range of multiplicative relationships is unclear. This paper reports an analysis of all grade 4 released NAEP items that expressed a multiplicative relationship, focusing on the range of relationship types, related quantities, and item difficulty. Results show that multiplicative items (1) frequently presented discrete quantities and equal group situations, (2) were easier when they involved discrete versus continuous quantities, and (3) within discrete items, equal groups and array items were easier than other types. These results provide measured support for the conjecture the additive introduction to multiplication may limit the development of elementary students' understandings. [For the complete proceedings, see ED606531.]
The Initial Treatment of the Area Measurement in the Selected Elementary Mathematics Textbooks from US and Korea
Author: Hong, Dae S.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Geometric Concepts,Measurement,Mathematics Instruction,Elementary School Mathematics,Textbook Evaluation,Foreign Countries,Comparative Education,Lesson Plans,Mathematics Activities,Error of Measurement

This study compared area lessons from Korean textbooks and US standards-based textbooks to understand differences and similarities among these textbooks, as well as how these textbooks address known learning challenges in area measurement. Several well-known challenges have been identified in previous studies, such as covering, array structure, and linking array structure to area formula. We were interested in knowing if textbooks addressed these issues in their treatments of area measurement, and in doing so provided students with opportunities to overcome or become familiar with known challenges. The results show that both countries textbooks demonstrated similar limitations, only few area and area related lessons are covered and three important learning challenges in area measurement are not covered well, which need to be informed to practicing teachers. [For the complete proceedings, see ED606531.]
Preparing Secondary Mathematics and Science Teacher Leaders in Rural Districts
Author: Yow, Jan A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Mathematics Teachers,Science Teachers,Teacher Leadership,Rural Schools,Faculty Development,Leadership Training,Leadership Responsibility,High Schools,Middle Schools,Professional Isolation,Teacher Persistence,Teacher Attitudes

This study examines secondary mathematics and science teacher perceptions of teacher leadership during the first year of a professional development program focused on preparing teacher leaders in rural schools. It also begins to offer details as to what content-focused teacher leadership looks like and how teachers in rural schools enact teacher leadership. Data collection includes interview and survey analysis. Findings indicate four areas of growth for participants and project staff: participants began to expand their thinking and influence beyond the classroom, advocate more for students, develop a richer understanding of what content specific teacher leadership looks like, and gain a deeper understanding that teacher leadership in rural districts may be easier given the context of smaller settings but may also be more challenging in terms of teacher burnout. [For the complete proceedings, see ED606531.]
Analyzing a Discourse of Scaffolds for Mathematics Instruction for an ELL with Learning Disabilities
Author: Lei, Qingli
Date: 2018-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,English Language Learners,Learning Disabilities,Multiplication,Problem Solving,Scaffolding (Teaching Technique),Mathematical Logic,Small Group Instruction,Teaching Methods,Language Usage,Kinesthetic Methods,Elementary School Teachers,Elementary School Students,Grade 5,After School Programs,Interaction,Visual Stimuli

In this case study, we examine the usage of language -- how teachers used and regulated their language when teaching English language learners (ELLs) with learning disabilities (LD) how to solve mathematics multiplication problems. We focus on types of scaffolds used by teachers to identify how scaffolding helps ELLs with LD build better multiplicative reasoning. Using an exploratory case study, we find that more linguistic scaffolding and small group interactions are beneficial for ELLs with LD. In combination with kinesthetic scaffolding, they form an effective instructional method for improving multiplicative reasoning among ELLs with LD. [For the complete proceedings, see ED606531.]
Supporting a Mathematicians&apos; Instructional Change in Undergraduate Mathematics through Faculty Collaboration
Author: Fortune, Nicholas
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Teaching Methods,Instructional Improvement,Student Centered Learning,Faculty Development,Inquiry,Reflective Teaching,Teacher Collaboration

To reform instruction by moving towards student-centered approaches, research has shown that faculty benefit from support and collaboration (Henderson, Beach, &amp; Finkelstein, 2011; Speer &amp; Wagner, 2009). In this study, we examined the ways in which a mathematician's instruction unfolded during his participation in a faculty collaboration geared towards reforming instruction and aligning it with inquiry oriented instruction (IOI) (Kuster, Johnson, Andrews-Larson, &amp; Keene, 2017). Results indicate the participant's mathematics background and research interests influenced how he used student thinking in his instruction. Further, there existed a tension between IOI and anticipating student thinking. Lastly, results highlight the importance of active participation in faculty collaboration to support instructional change. [For the complete proceedings, see ED606531.]
Beginning Teacher Feedback in the Context of a Co-Taught Inclusion Math Course
Author: Glenwerks, Corinne
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: High School Teachers,Mathematics Teachers,Beginning Teachers,Mathematics Instruction,Feedback (Response),Teacher Evaluation,Peer Evaluation,Team Teaching,Equal Education,Inclusion,Faculty Development,Urban Education

As schools turn towards co-teaching models to implement inclusion practices (US Department of Education, 2010), teachers are increasingly being asked to operate with a co-teacher (Scruggs et al., 2007). However, most research on co-teaching remains at the survey level; it does not examine factors that may influence co-teaching relationships over time (Scruggs et al., 2007). This paper seeks to address that gap by examining the feedback a first and second year co-teacher give one another as they teach a high school mathematics course. The question under consideration is: what kinds of feedback may beginning co-teachers offer one another and how may it influence their classroom practice over time? The results of this work contribute to the broader body of co-teaching research by offering insights into a specific case of teacher collaboration. [For the complete proceedings, see ED606531.]
Framing Elementary School Teachers&apos; Considerations When Engaging with Their Own Student Written Work
Author: Jessup, Naomi Allen
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Elementary School Students,Outcomes of Education,Teacher Student Relationship,Guidelines,Teaching Methods,Mathematics Instruction,Written Language,Self Efficacy,Comparative Analysis,Teacher Attitudes,Self Esteem,Student Behavior,Student Evaluation

Professional development (PD) is widely used to aid teacher development and improve student learning outcomes. In PD, skilled facilitators use research-based frameworks to support and provide a lens for teachers' engagement with artifacts of practices (e.g., student written work). However, often what is unaccounted for in PD design is the use of teachers' insider knowledge of their students. This study explored considerations that arose when teachers engaged with written work from their classes outside PD. Results identify the range and prevalence of considerations used in teachers' conversations. Also discussed are implications for professional developers and those who support teacher learning through the analysis of written work. [For the complete proceedings, see ED606531.]
Using Interpretive Frames to Inform Selections of Artifacts of Student Thinking
Author: LaRochelle, Raymond
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Secondary School Teachers,Cognitive Processes,Mathematics Teachers,Secondary School Mathematics,Teacher Attitudes,Preservice Teachers,Mathematical Logic,Mathematical Concepts,Writing (Composition),Secondary School Students,Logical Thinking,Multiplication,Addition,Division

An important decision that professional development (PD) facilitators must make when preparing for activities with teachers is to select an appropriate tool for the intended learning goals of the PD (Sztajn, Borko, &amp; Smith, 2017). One important and prevalent tool is artifacts of student thinking (e.g. Jacobs &amp; Philipp, 2004). In this paper we add to the literature on artifact selection for professional development by discussing the affordances and constraints of different written artifacts of student thinking. Through a professional noticing assessment, we examine the interpretive frames (Sherin &amp; Russ, 2014) that were invoked by 72 secondary teachers regarding 6 students' written strategies to proportional reasoning tasks. We characterize different ways teachers might make sense of different artifacts of student thinking, and discuss for what purposes PD facilitators might select particular written solutions. [For the complete proceedings, see ED606531.]