ethanporcaro/eric-fulltext-meta huggingface dataset:
Scaling Continuous Covariation: Supporting Middle School Students&apos; Algebraic Reasoning
Author: Ellis, Amy
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Mathematics,Middle School Students,Algebra,Mathematical Logic,Mathematics Instruction,Graphs,Thinking Skills,Grade 7

Middle school is a critical time when students begin formal study of functional relationships in algebra. However, many students struggle in understanding functions as relationships between quantities that change according to a dependency relationship. We report on the influence of Scaling Continuous Covariation in fostering productive ideas about graphical relationships and rates of change. Scaling Continuous Covariation entails the ability to imagine a re-scaling to any increment for &quot;x&quot; and coordinate that scaling with associated values for &quot;y.&quot; We present findings from two students, one who reasoned with Scaling Continuous Covariation and one who did not, and report on how Scaling Continuous Covariation supported students' reasoning in three ways: (a) sense making about graphs, (b) forming constant rates of change, and (c) understanding constantly-changing rates of change. [For the complete proceedings, see ED606531.]
Relationships between Units Coordination and Subitizing
Author: MacDonald, Beth L.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Young Children,Early Childhood Education,Number Concepts,Numeracy,Arithmetic,Mathematics Instruction

This proposal explores relationships between young children's unit development/coordination and young children's subitizing. In particular, this theoretical commentary considers students' degrees of abstraction, students' development of actions on units, and students' operations with units when subitizing. As a result of this commentary, this author offers questions regarding how subitizing may elicit actions on units and perceptual/figurative material in a different order. These questions indicate possible alternative means in which comprehensive operations with natural numbers may develop. Possible educational implications and future research around these questions are also discussed. [For the complete proceedings, see ED606531.]
Opening Space for Change and Empowerment through Philosophical and Structural Contemplation in Teacher Professional Development
Author: Bowers, David M.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Faculty Development,Mathematics Instruction,Educational Practices,Mathematics Teachers,Professional Associations,Aesthetics,Validity,Mathematical Logic,Disadvantaged,Equal Education,Cultural Differences,Teaching Methods,Educational Philosophy

In this theoretical article, I examine the norms of teacher professional development with an eye towards modifying them to allow for genuine systemic change. I first argue that current norms restrict professional development practice to &quot;pseudo-activity&quot; which necessarily operates within rather than against larger societal structures. I then propose philosophical and structural contemplation of mathematics as an example of a currently non-normed practice that has the potential to effect substantive change. [For the complete proceedings, see ED606531.]
Where&apos;s the Math? A Study of Coach-Teacher Talk during Modeling and Co-Teaching
Author: Lubienski, Sarah Theule
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Coaching (Performance),Modeling (Psychology),Team Teaching,Inservice Teacher Education,Professional Development,Elementary School Teachers,Mathematics Instruction,Discussion,Meetings,Experienced Teachers

This study explores how two instructional coaches enacted modeling and co-teaching cycles with five elementary teachers during mathematics instruction. A content analysis of the coachteacher talk from 11 planning meetings and 23 lessons reveals that the coaches and teachers seldom engaged in mathematical conversations. Instead, they primarily had low-depth discussions about curriculum, other instructional materials, and assessment. Implications for school districts with instructional coaching models are discussed. [For the complete proceedings, see ED606531.]
Professional Development and Knowledge Gains for High School Mathematics Teachers
Author: Martin, Kristi
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,High School Teachers,Mathematics Teachers,Secondary School Mathematics,Time,Reflection,Program Implementation,Teacher Participation,Computer Mediated Communication,Knowledge Level,Racial Differences,Educational Attainment,Teaching Experience,Program Effectiveness,Technical Assistance

This study examined the effects of the Local Systemic Change Through Teacher Enhancement Initiative (LSC) on 1,596 in-service high school mathematics teachers' knowledge. Because data are clustered by schools, a hierarchical linear model was calculated. It was found that five of the characteristics of the professional development, time to reflect, support to implement, hours attended, assistance to implement from LSC, and participation in message boards, had statistically significant effects on increasing teacher knowledge, but time to work with other teachers, race, educational background, and years taught did not have a statistically significant effect. [For the complete proceedings, see ED606531.]
Mathematics Education Stakeholders Professional Networks and Use of Research Evidence
Author: Wilson, P. Holt
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Research,Theory Practice Relationship,Mathematics Teachers,Leaders,Administrators,Evidence Based Practice,Barriers,Teaching Methods,Networks,Interpersonal Communication,Planning,Instruction,Standards,Curriculum,Evaluation,Mathematical Logic,Faculty Development,Educational Resources,Role,Time,Costs,Value Judgment

In this paper, we present findings from an exploratory study of mathematics education stakeholders to understand their professional networks, and acquisition and use of research on mathematics teaching and learning. Evidence suggests that mathematics leaders are key to promoting organizational sensemaking and are more likely to acquire and use research on mathematics teaching and learning which has important implications for improvement efforts at scale. [For the complete proceedings, see ED606531.]
Evidence for Improvement: An Integrated Analytic Approach for Supporting Networks in Education
Author: Sherer, David
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Networks,Evidence,Integrated Activities,Program Evaluation,Total Quality Management,Evaluation Methods,Partnerships in Education,Leadership,Personality Traits,Skills,Knowledge Level

Across the social sectors, a growing number of organizations are embracing continuous improvement approaches and organizing themselves as networks in order to attack complex problems. To succeed, networks must learn quickly by studying their own practices, continuously adapting to changing circumstances within their organizations and in the broader environment, and incorporating this learning into their ongoing work. In this paper, we describe an integrated approach--which we call Evidence for Improvement (EFI)--that explains how a variety of tools and practices drawn from diverse forms of program evaluation can inform the leaders of these networks in advancing productive change. We propose that improvement networks can be conceptualized and measured using a three-level nested model composed of a working theory of improvement, an improvement enterprise, and environmental contexts. As they engage in inquiry targeted at each level, those with evaluative expertise should become authentic partners with improvement leaders and fully align their analytic efforts with the improvement activities and social contexts of the network. The EFI approach we describe is designed to enhance a network's internal learning processes and, in turn, lead to more positive impacts for educators and students. It has implications for improvement practitioners, evaluators, and funders.
Reopening Schools in the Context of COVID-19: Health and Safety Guidelines from Other Countries. Policy Brief
Author: Melnick, Hanna
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Disease Control,School Closing,School Safety,Educational Environment,Child Health,Occupational Safety and Health,Foreign Countries,Attendance,Space Utilization,Hygiene,Sanitation,Screening Tests,Class Size,Educational Practices,Dining Facilities,Physical Education,Recess Breaks,Student Transportation,School Policy,COVID-19,Pandemics

As the United States considers reopening schools after the first wave of the COVID-19 pandemic, policymakers and administrators need to consider how to reopen in a way that keeps students and staff safe. This brief provides insight into health and safety guidelines and social distancing strategies used in other countries that have successfully reopened their schools in the context of COVID-19. Examples are intended to support school policymakers and administrators in the United States as they plan for reopening. [Written with the assistance of Melanie Leung, Cathy Yun, Abby Schachner, Sara Plasencia, and Naomi Ondrasek.]
...Against a New Horizon. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, Missouri, November 14-17, 2019)
Author: Otten, Samuel, Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Mathematics Curriculum,Educational Technology,Evaluation,Algebra,Number Concepts,Equal Education,Justice,Geometry,Measurement,Statistics,Probability,Inservice Teacher Education,Faculty Development,Instructional Leadership,Educational Policy,Knowledge Base for Teaching,Mathematical Concepts,Calculus,Preservice Teacher Education,Learning,Teaching Methods,Research

These proceedings are a written record of the research presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in St. Louis, Missouri, November 14-17, 2019. This year's conference theme is &quot;...against a new horizon.&quot; The papers comprise 67 research reports, 184 brief research reports, 126 posters, and 13 working groups. Chapters include the following: (1) Plenaries; (2) Curriculum, Technology, and Assessment; (3) Early Algebra, Algebra, and Number Concepts; (4) Equity and Justice; (5) Geometry, Measurement, Statistics, and Probability; (6) In-Service Teacher Education and Professional Development; (7) Instructional Leadership, Policy, and Institutions/Systems; (8) Mathematical Knowledge for Teaching; (9) Mathematical Processes; (10) Precalculus, Calculus, and Higher Mathematics; (11) Pre-Service Teacher Education; (12) Student Learning and Related Factors; (13) Teaching and Classroom Practice; (14) Theory, Research Methods, and Miscellaneous Topics; and (15) Working Groups. [These proceedings were co-published by University of Missouri, St. Louis. Individual plenary and research papers are available in ERIC.]
Tendencias en Modelación Matemática en Latinoamérica = Latin American Trends in Mathematical Modeling
Author: Solares Rojas, Armando
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Trends,Mathematical Models,Periodicals,Latin Americans,Mathematical Logic,Educational Research

Throughout the years, Mathematical Modeling has gained international attention, not only in research but also in the development of curricula and its applications in the classroom. However, systematic literary surveys are scarce. In this paper, we present some findings from a survey of 485 international publications related to different aspects of mathematical modeling. While the number of Latin-American publications is rather small compared to the number of international publications, the vitality of the currently discussed themes in this region and their innovative perspectives testify to the international relevance of this developed work on mathematical modeling. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]
The Common Core Moral Panic
Author: Watson, Kevin
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Common Core State Standards,Educational Change,Educational Policy,Negative Attitudes,Mathematics Education,Moral Values,Resistance to Change,Social Media,Politics of Education

The Common Core State Standards (CCSS) Initiative was initially met with great enthusiasm from politicians and education experts. However, as states began rolling out the standards, backlash against the Common Core became widespread, and several states ended up pulling out of the initiative. To explore and better understand why there was such a negative reaction to the Common Core, we make use of the sociology construct of moral panics, and present an argument that the response to the CCSS was indeed a moral panic. [For the complete proceedings, see ED606531.]
What Influences Do Instructors of the Geometry for Teachers Course Need to Contend with?
Author: Herbst, Patricio
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Educators,Geometry,Faculty Development,Preservice Teachers,Secondary Education,Preservice Teacher Education,Teacher Attitudes,Undergraduate Study,Alignment (Education),Teacher Responsibility,Professional Identity,Instructional Improvement,Mathematics Instruction

This paper reports on a project aimed at developing a system of professional support for the improvement of the Geometry for Teachers course that mathematics departments teach to preservice secondary teachers. We share data from interviews with 20 instructors to report on how they perceive their position of geometry instructors and the work they do in the course. To inspect this set of interviews, we use the framework of professional obligations to the discipline, to individual students, to the institution, and to the classroom community. We share how references to these professional obligations emerged in the interview data. [For the complete proceedings, see ED606531.]
New York&apos;s Free Tuition Promise Falling Short
Author: Dvorkin, Eli
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: College Students,Paying for College,Tuition,Scholarships,Low Income Students,Community Colleges,Educational Finance,College Programs,State Colleges,Enrollment,Eligibility

Faced with major economic disruption, New Yorkers are likely to turn to higher education. But while the Excelsior Scholarship program is growing, City University of New York (CUNY) students and community college students statewide continue to be underserved. Despite its well-intentioned purpose, New York State's flagship free tuition program--the Excelsior Scholarship--is still serving just a tiny fraction of the state's lower-income students, limiting the effectiveness of this highly touted initiative. This first-ever analysis of data from the first two years of the program--2017 and 2018--finds that strikingly few students at CUNY and at community colleges across the state are receiving the scholarship. The Center for an Urban Future first analyzed awards from the Excelsior Scholarship's inaugural year in August 2018. This new report provides the first look at awards from both the first and second year of the program and finds that the results remain cause for concern. The analysis finds that CUNY community college students remain particularly underserved by the program. A total of only 335 scholarships, amounting to less than $1.3 million, were awarded to students across CUNY's seven community college campuses in 2018--just 1 percent of the total funding awarded that year. Just nine students at Hostos Community College and ten students at Bronx Community College received awards in 2018, the lowest numbers of any colleges in the state.
Developing and Using Definitions for Prisms and Pyramids
Author: Lo, Jane-Jane
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Definitions,Geometric Concepts,Concept Formation,Preservice Teachers,Preservice Teacher Education,Mathematics Instruction,Difficulty Level,Spatial Ability,Classification,Manipulative Materials

Teaching geometry courses for preservice elementary teachers, we observed that difficulty with classifying shapes (and, in particular, composite 3-D shapes) persists even after work with simple shapes to support the writing of accurate and unambiguous definitions. We conducted a self-study of our teaching of 3-D concepts to uncover the concept images of pyramid and prism that emerge. We sought to understand the nature of those observed difficulties. We found that using both simple and composite shapes in classification activity exposed more nuanced and complex concept imagery than simple shapes alone. Opportunities to articulate assumptions create a space for all learners to make the language more precise and to create concept definitions that are more resilient. [For the complete proceedings, see ED606531.]
&quot;Stop Doing That!&quot;: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement
Author: Caldarella, Paul
Date: 2020-00-00
Type: Reports - Research
Subjects: Teacher Student Relationship,Behavior Problems,Student Behavior,Discipline,Learner Engagement,Elementary School Students,Elementary School Teachers,At Risk Students,Behavior Disorders,Emotional Disturbances,Classroom Techniques,Positive Reinforcement,Children,Screening Tests,Rating Scales,Verbal Communication

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students' future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students' disruptive behavior or increasing their engagement over time. Limitations and implications are discussed. [This paper was published in &quot;Journal of Positive Behavior Interventions.&quot;]
Effects of Teachers&apos; Praise-to-Reprimand Ratios on Elementary Students&apos; On-Task Behaviour
Author: Caldarella, Paul
Date: 2020-00-00
Type: Reports - Research
Subjects: Elementary School Students,Learner Engagement,Time on Task,Classroom Techniques,Teacher Student Relationship,Student Behavior,Rewards,Punishment,Intervention,Comparative Analysis,Measurement,Behavior Problems,Elementary School Teachers,Outcomes of Education

Though many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of teachers' PRRs on their students' on-task behaviour. Though no PRR threshold (e.g., 3:1, 4:1) was found where behaviour dramatically improved, a positive linear relationship was evident, showing that the higher the teachers' PRR, the higher the students' on-task behaviour percentage. Limitations and implications are discussed. [This paper was published in &quot;Educational Psychology.&quot;]
Practitioner Perspectives on Hypothesis Testing Strategies in the Context of Functional Behavior Assessment
Author: Lloyd, Blair P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Hypothesis Testing,Functional Behavioral Assessment,Student Behavior,Behavior Problems,Barriers,Attitudes,Public Schools,Teachers,School Counselors,Specialists,Administrators

When results of descriptive functional behavior assessments (FBAs) are inconclusive, experimental analysis methods can be used to directly test hypotheses about when or why a student engages in challenging behavior. Despite growing research on practical variations of hypothesis testing in schools, these methods are rarely incorporated in FBAs in practice. To inform practitioner perspectives on hypothesis testing as a component of FBAs, we surveyed a statewide sample of school practitioners who participate in the FBA process (n = 253). The survey addressed their views on three hypothesis testing strategies (i.e., functional analysis, antecedent analysis, concurrent operant analysis) across several dimensions. On 5-point Likert type scales, participants rated acceptability of procedures, feasibility of implementation, utility of results, conditions in which they would likely use or recommend the strategy, and perceived barriers. We used descriptive and nonparametric statistical analyses to compare ratings among the three hypothesis testing strategies. The majority of participants rated all three strategies favorably with respect to utility. However, ratings on acceptability, feasibility, and barriers were differentiated and favored the concurrent operant analysis over the functional and antecedent analyses. We discuss implications for practice and future research on incorporating hypothesis testing in FBAs for students with persistent challenging behavior. [This paper was published in &quot;Journal of Behavioral Education.&quot;]
Managing Student Behavior in the Middle Grades Using Class-Wide Function-Related Intervention Teams
Author: Caldarella, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Behavior,Intervention,Early Adolescents,Behavior Problems,Learner Engagement,Middle School Students,At Risk Students,Middle School Teachers,Positive Reinforcement,Discipline,Screening Tests,Behavior Disorders,Behavior Change,Emotional Disturbances

During the transition from elementary to middle school, adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering student engagement. The study's purpose was to examine the feasibility and effects of CW-FIT MS Tier 1 implementation across nine middle school classes using a single-subject ABAB withdrawal design. Participants were 234 students in grades 6-8, including 23 identified as at risk for emotional behavioral disorders. Results of CW-FIT MS Tier 1 implementation showed significant improvement in on-task behavior for groups as well as individual target students, increased teacher praise-to-reprimand ratios, and decreased target student disruptions. Outcomes of social validity surveys were consistent with earlier studies. Study findings extend previous results by demonstrating positive intervention effects in novel settings with a greater number of participants. Study limitations and areas for future research are discussed. [This paper was published in &quot;Research in Middle Level Education&quot; v42 n7 p1-15 2019 (EJ1226018).]