ethanporcaro/eric-fulltext-meta huggingface dataset:
Report to Joint Standing Committee on Education and Cultural Affairs and Joint Standing Committee on Veteran and Legal Affairs: Student Veterans (PL 2015, Chapter 465)
Author: Langhauser, Derek P.
Date: 2017-01-17
Type: Reports - Evaluative
Subjects: Veterans,State Legislation,Committees,Community Colleges,Student Needs,Needs Assessment,Integrated Services,Postsecondary Education,Program Effectiveness,Program Proposals,Change Strategies,Best Practices,Military Personnel,Access to Education,Student Personnel Services,Academic Support Services,State Action

Because The Maine Community College System (MCCS) is aware of that fact that student veterans and those veterans seeking to enroll in college have specific needs, each of the colleges in the MCCS system is working to develop and strengthen target responses to meet those needs. The Maine Community College System is therefore providing this report in accordance with Public Law 2015, Chapter 465, enacted during the 127th Legislature. The legislation requires the University of Maine System and MCCS to: (1) Identify the needs of student-veterans and potential student-veterans attempting to achieve a postsecondary education to degree completion, including but not limited to their ability to gain admission to the University of Maine System or the Maine Community College System, successfully meet the requirements of a course of study, successfully transition to civilian life in a supportive educational environment, obtain available federal veterans' benefits and successfully meet personal and financial obligations; (2) Identify existing services specifically for student-veterans and other services available to student-veterans on each campus that meet the needs identified in subsection 1; (3) Assess the effectiveness in meeting the needs identified in subsection 1 of existing services specifically for student-veterans and other services available to student-veterans on each campus; (4) Determine what services are not currently being offered that, if offered, would meet the needs identified in subsection 1; and (5) Propose services and solutions that fulfill the needs identified in subsection 1 on each campus or across campuses that are based upon best practices in postsecondary educational institutions within the State and nationwide. During the fall semester of 2016, the MCCS conducted a survey of those students identified as receiving veteran benefits at the seven colleges. The survey was sent to over 500 students and, as explained in the report, has provided helpful insight into veterans' experiences within the Maine Community College System. In addition, the MCCS has led ongoing discussions with staff at all of the colleges on the challenges veterans face and how best to respond to them. Although the survey results indicated that most student veterans are pleased with the campus environment and services available to them, they were helpful in identifying areas for future focus and attention.
Report on 2012 Distance Education Offerings and Enrollments at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2014-00-00
Type: Reports - Research
Subjects: Distance Education,State Colleges,Enrollment Rate,Delivery Systems,School Surveys,Educational Policy,Educational Practices,Courses,Departments,College Credits,Access to Education,State Surveys,Tables (Data),Postsecondary Education,Annual Reports

Maryland's postsecondary colleges and universities serve more than 350,000 students and enrollments are expected to increase in the coming years. Along with growth in enrollment, the state expects to see an increasingly diverse student body. The 2013-2017 Maryland State Plan for Higher Education, &quot;Maryland Ready,&quot; highlights the development of alternative educational delivery methods such as distance education as critical to serving their needs. The Maryland Higher Education Commission has been examining trends in distance learning since 1997. This report analyzes data from Calendar Year 2012 and highlights changes in distance education activities since 2010. The Distance Education (DE) Survey was created to inform the Maryland Higher Education Commission (MHEC) of postsecondary institutions' progress toward enhancing electronically delivered instruction on their campuses. In fall 2006, the DE Survey was redesigned to align with the data requirements of the annual survey of the Southern Regional Education Board (SREB) and to reduce duplicative reporting requirements for institutions. The current survey includes five mandatory questions and two follow-up questions. This Distance Education Survey was distributed in Spring 2013 and included questions regarding duplicated and unduplicated DE courses, sections, credit hours, and enrollment. These questions were disaggregated by student level, term, and type of delivery. Additionally, each institution was asked to list any programs offered entirely online. Each table in the survey roughly corresponds to a section in the Detailed Survey Findings chapter of this report. Sixty-one institutions, including community colleges, public four-year institutions, state-aided independent institutions, and other private colleges and universities in the State of Maryland responded to the 2013 survey. A listing of institutions participating in the DE Survey is provided in the appendix.
1:1 Device Programs Best Practices in K-12 Education: Fiscal Year 2016 Report to the Legislature. As Required by Minnesota 2015 Special Session Law, House File 1, Article 6, Section 8
Author: Minnesota Department of Education
Date: 2016-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Access to Computers,Educational Technology,Elementary Secondary Education,Leadership,Financial Support,Professional Development,Research,Curriculum,Teaching Methods,Evaluation Methods,School Districts,Public Schools,Educational History,Laptop Computers,Handheld Devices,Internet

As required by Minnesota 2015 Special Session Law, House File 1, Article 6, Section 8, the commissioner of Education must research existing one device to one student (1:1) device programs in Minnesota and across the country to determine best practices for Minnesota schools implementing 1:1 device programs. The commissioner must develop and publish guidelines to ensure maximum effectiveness of 1:1 device programs and make a report on the research findings to the committees of the Legislature with jurisdiction over kindergarten through grade 12 education. 1:1 programs has grown organically for the past twenty years. Approximately 55 percent of Minnesota schools now have some level of a 1:1 program. Over the next year, another 30 programs are projected to start, and a number of existing programs are expanding. The majority of these programs started in the last three to four years. While pioneering districts have provided guidance and support for other districts, uniform guidance and support from the state does not exist. This report provides guidance in the form of research regarding programs throughout the state and nation. As districts initiate 1:1 programs, they should consider a range of issues, including infrastructure, management, leadership, curriculum and instruction, funding and professional development. Due to the wide range of considerations, a leadership team with different areas of expertise is one of the strongest contributors to fully realizing an effective program. While data indicates there is not one issue that would preclude statewide implementation of a 1:1 program, due to an inequity of technology funding, broadband access, and staffing, programs are not always delivered effectively. Among the most needed system supports is providing state and broad local support for leadership and building infrastructure around professional recommendations. This report provides data and research to support recommendations to meet the needs to implement a successful 1:1 device program. Contains a bibliography.
&quot;I Believe the Most Helpful Thing Was Him Skipping over the Proof&quot;: Examining PCK in a Senior Secondary Mathematics Lesson
Author: Maher, Nicole
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Secondary School Teachers,Mathematics Instruction,Secondary School Mathematics,Observation,Teacher Attitudes,Student Attitudes,Teaching Methods,Foreign Countries,Questionnaires,Focus Groups

Pedagogical content knowledge is widely considered an essential and complex facet of mathematics teacher knowledge, but little research has focused on PCK at the senior secondary level. This study explores some of the complexities of PCK in a teacher's lesson for senior secondary students by analysing data from lesson observation, the teacher's own commentary on the lesson, and students' perceptions of the teacher's knowledge and actions. Findings suggest that classroom norms relating to the kinds of problems students are typically required to solve can affect priorities about what is taught, so that what is attended to and valued by students may impact on teachers' PCK demands.
Early Mathematical Competencies and Later Outcomes: Insights from the Longitudinal Study of Australian Children
Author: MacDonald, Amy
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Longitudinal Studies,Mathematics Instruction,Young Children,Mathematics Skills,Elementary School Students,Numeracy,Correlation,Scores,Predictor Variables,Intelligence Tests,Verbal Ability,Vocabulary

International research suggests that early mathematical competences predicts later mathematical outcomes. In this paper, we build on our previous study of young children's mathematical competencies (MacDonald &amp; Carmichael, 2015) to explore the relationship between mathematical competencies at 4-5 years, as measured by teacher ratings, and later results on Years 3, 5, 7 and 9 NAPLAN numeracy tests. Data from a nationally-representative sample of 2343 children participating in the Longitudinal Study of Australian Children (LSAC) are examined. In line with overseas studies, we report moderate correlations between pre-entry mathematics and later NAPLAN results. However, analysis of individual growth trajectories suggests that in fact early mathematics predicts the initial (Year 3) level, but not subsequent growth. This suggests that early mathematical competences are important for enhancing outcomes in early schooling, but that the quality of mathematics education provided in the schooling years is critical for future development.
Improving the Intellectual Quality of Pedagogy in Primary Classrooms through Mathematical Inquiry
Author: Makar, Katie
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Elementary School Teachers,Elementary School Mathematics,Longitudinal Studies,Thinking Skills,Self Esteem,Teacher Competencies,Inquiry,Foreign Countries,Faculty Development,Cognitive Processes,Observation,Video Technology

An empirical study was conducted with the aim to develop teachers' confidence and proficiency with teaching mathematics through inquiry. The study followed 41 primary teachers and compared a regular mathematics lesson to a lesson taught using an inquiry approach; 19 of these teachers were also followed over three years. Lessons were coded on the extent of intellectual quality in the lesson across six dimensions. Higher order thinking showed the most gains over time. Implications for research and practice are given.
No More &quot;What Are We Doing in Maths Today?&quot; Affordances of the Flipped Classroom Approach
Author: Muir, Tracey
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Technology Uses in Education,Educational Technology,Homework,Video Technology,Secondary School Mathematics,Student Attitudes,Secondary School Students,Foreign Countries,Mixed Methods Research,Online Surveys,Interviews,Student Motivation

Teachers of senior secondary mathematics are required to contend with a number of challenges including covering the prescribed curriculum, differentiating the content for a range of learners, and preparing students for externally imposed assessment tasks. The flipped classroom is gaining in popularity as an approach that can be used to address these challenges. This paper provides a framework that can be used to interpret the affordances of a flipped classroom within the context of teaching secondary mathematics and the motivational factors that influence the uptake of the approach. Data analysed through the framework showed that students believed that the approach enabled them to have autonomy over their learning and achieve their goals. The study has implications for senior secondary teachers and students, particularly in terms of meeting the challenges of curriculum coverage and preparation for externally imposed assessment tasks.
Perceptions of Challenging Tasks and Achievement by New Zealand Students
Author: Linsell, Chris
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Task Analysis,Mathematics Activities,Science Projects,Mathematical Concepts,Learning Processes,Mathematics Achievement,Pretests Posttests,Teaching Methods,Student Attitudes,Problem Solving,Difficulty Level,Middle School Students,Secondary School Mathematics

This paper examines the learning by students who were participating in a project designed to promote persistence while working on mathematical tasks. We examined their learning of mathematics concepts and learning about the processes of engaging in mathematical tasks. There were substantial increases in students' knowledge of angles and also evidence that the students built on their prior knowledge, made connections between concepts, found the tasks rewarding, valued concrete materials and engaged in mathematical communication.
Young Indigenous Students en Route to Generalising Growing Patterns
Author: Miller, Jodie
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Minority Group Students,Case Studies,Pretesting,Interviews,Mathematics Instruction,Video Technology,High Achievement,Mathematical Concepts,Concept Formation,Generalization,Prediction,Elementary School Mathematics,Elementary School Students,Foreign Countries

This paper presents a hypothesised learning trajectory for a Year 3 Indigenous student en route to generalising growing patterns. The trajectory emerged from data collected across a teaching experiment (students n = 18; including a pre-test and three 45-minute mathematics lessons) and clinical interviews (n = 3). A case study of one student is presented as a representative of high achieving students' progression and shifts in learning. Results suggest that students are capable of functional thinking, which contradicts the notion of young students can only engage with recursive pattern sequences. In addition, particular teaching actions assisted in promoting shifts in developing students' capability to generalise growing patterns.
A Professional Experience Model for Primary Pre-Service Teachers Specialising in Mathematics
Author: McMaster, Heather
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Preservice Teachers,Mathematics Instruction,Faculty Development,Teacher Competencies,Problem Solving,Program Effectiveness,Foreign Countries

Many primary pre-service teachers (PSTs) who are enthused by tertiary courses that espouse and model a socio-constructivist approach to teaching mathematics, revert to a traditional approach when they encounter mathematics teaching during professional experience. An intervention was designed to translate the initial pedagogical intent of four mathematically competent primary PSTs into classroom practice. Soon after completion of their first unit in mathematics teaching, they took part in a professional experience learning community focussed on teaching mathematical problem solving. We report their reflections and the impact of the program on their future professional experiences of mathematics teaching. Results suggest that the program could serve as a model for the provision of professional experience to primary teacher education students specialising in mathematics.
Sustainable Improvements in Student Mathematics Learning and Disposition as a Result of &quot;Prepare 2 Learn&quot; Intervention
Author: Long, Bernadette
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Mathematics Achievement,Achievement Gains,Sustainability,Student Improvement,Student Attitudes,Mathematics Tests,Teaching Methods,Elementary School Students,Middle School Students,Attitude Change,Mixed Methods Research,Case Studies,Questionnaires

This paper reports on a mathematics intervention initiative, &quot;Prepare 2 Learn,&quot; designed taking into account research literature and elements of other successful programs. The program was intended to prepare students for their upcoming mainstream mathematics lessons as well as make them aware of the impact they can have on their own learning through their actions and attitudes. The intervention resulted in the students reaching the expected standard or beyond for their year level as well as positively changing the way they saw themselves as mathematics learners. The following paper focuses on sustainable changes to one students' mathematics learning and disposition.
Developing Conceptual Understanding of Fractions with Year Five and Six Students
Author: Mills, Judith
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Mathematical Concepts,Mathematics Achievement,Teaching Methods,Instructional Effectiveness,Educational Practices,Elementary School Mathematics,Lesson Observation Criteria,Task Analysis,Pretests Posttests,Foreign Countries,Observation

This paper presents findings from classroom observations of one teacher (Beth). It focusses on the development of conceptual understanding of fractions with her students, articulated in Kieren's sub-constructs (Kieren, 1980,1988), and Hansen's progressions (Hansen, 2005). The study covers three lessons within a six week unit. Findings from this study suggest there is a need for teachers to understand and teach a wider range of fraction constructs than appears to occur currently; how assessment data available might be used more effectively to plan quality lessons; and highlights the importance of a varied range of models to connect conceptual and procedural understanding of fractions.
Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study
Author: Lomas, Laurinda
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Teacher Competencies,Knowledge Level,Knowledge Base for Teaching,Beliefs,Achievement Gains,Mathematical Aptitude,Curriculum Implementation,Instructional Innovation,Lesson Observation Criteria,Questionnaires,Semi Structured Interviews,Fidelity,Teacher Student Relationship,Faculty Development,Attitude Change,Foreign Countries,Elementary School Teachers

As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical knowledge and beliefs of three year 5/6 teachers as they implemented a four-week, innovative curriculum unit. Early analysis of the case of Year 5 teacher Mark pointed to reflection on the pivotal influence of teachers' stated and inferred beliefs about mathematics and mathematics teaching on classroom practice, and the vagaries of didactic contracts in a change environment.
Children Noticing Their Own and Others' Mathematics in Play
Author: Marcus, Amber
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Early Childhood Education,Preschool Children,Elementary School Curriculum,Grade 1,Elementary School Mathematics,Play,Attention,Cognitive Processes,Pilot Projects,Content Analysis,Observation,Observational Learning,Qualitative Research

Much is known about preschool children's mathematics learning and the role of play in that learning. Many early childhood educators are quite adept at observing and documenting the mathematics learning of the children in their settings. These teachers &quot;notice&quot; the children's mathematics but they are not the only ones to &quot;notice&quot;. In this paper, children's noticing of their own and others' mathematics is investigated through a pilot study of a small number of preschool and first-year-of-school children. Content analysis of observations and children's discussions with researchers provides the basis for the early development of an analytical framework for children's &quot;noticing&quot; mathematics.
A Highly Capable Year 6 Student's Response to a Challenging Mathematical Task
Author: Livy, Sharyn
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Skills,Case Studies,Grade 6,Problem Solving,Teaching Methods,Foreign Countries,Qualitative Research,Pretests Posttests,Observation,Elementary School Mathematics,Difficulty Level

Highly capable mathematics students are not usually considered strugglers. This paper reports on a case study of a Year 6 student, Debbie, her response to a lesson, and her learning involving a challenging mathematical task. Debbie, usually a highly capable student, struggled to complete a challenging mathematical task by herself, but as the lesson unfolded she was able to solve the problem. Rather than relying on teacher explanations during the lesson introduction, Debbie benefitted from the support of her teacher during the lesson and sharing of other students' thinking when applying her knowledge to an unfamiliar task. [NOTE: Debbie is a pseudonym.]
Spatial Reasoning Influences Students' Performance on Mathematics Tasks
Author: Lowrie, Tom
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Spatial Ability,Mathematics Instruction,Mathematics Achievement,Correlation,Gender Differences,Visualization,Cognitive Processes,Foreign Countries,Elementary School Mathematics,Mathematical Logic,Tests,Elementary School Students,Scores

Although the psychological literature has demonstrated that spatial reasoning and mathematics performance are correlated, there is scant research on these relationships in the middle years. The current study examined the commonalities and differences in students' performance on instruments that measured three spatial reasoning constructs and two mathematics content areas. There were no gender differences in terms of performance on the three constructs that measured students' spatial visualisation, mental rotation and spatial orientation. There were strong positive relationships between the students' spatial reasoning and mathematics performance (r = 0.66), with over 44% of shared variance between the two dimensions. Our study highlights the importance of spatial reasoning in the mathematics curriculum and the necessary promotion of this dimension as a general numeracy capability.
Exploring the Cognitive Demand and Features of Problem Solving Tasks in Primary Mathematics Classrooms
Author: McCormick, Melody
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Elementary School Mathematics,Foreign Countries,Problem Solving,Mathematics Skills,Cognitive Processes,Difficulty Level,Surveys,Assignments,Elementary School Teachers

Student learning is greatest in classrooms where students engage in problem solving tasks that are cognitively demanding. However, there are growing concerns that many Australian students are given limited opportunities to engage in these types of tasks. 108 upper primary school teachers were surveyed to examine task features and cognitive demand of problem solving tasks. Teachers are found to favour tasks with lower-level cognitive demand above those with higher-level cognitive demand when developing problem solving proficiency.