ethanporcaro/eric-fulltext-meta huggingface dataset:
Cardinality and Cardinal Number of an Infinite Set: A Nuanced Relationship
Author: Mamolo, Ami
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Concepts,Mathematical Logic,Number Concepts,Logical Thinking,Abstract Reasoning,Concept Formation,Learning Theories,College Students,College Mathematics,Majors (Students),College Faculty,Mathematics Teachers,Mathematics Skills,Cognitive Processes,Knowledge Level

This case study examines the salient features of two individuals' reasoning when confronted with a task concerning the cardinality and associated cardinal number of equinumerous infinite sets. The APOS Theory was used as a framework to interpret their efforts to resolve the &quot;infinite balls paradox&quot; and one of its variants. These cases shed new light on the nuances involved in encapsulating, and de-encapsulating, a set theoretic concept of infinity. Implications for further research are discussed. [For the complete proceedings, see ED597799.]
Functions of Open Flow-Chart Proving in Introductory Lessons of Formal Proving
Author: Miyazaki, Mikio
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Flow Charts,Mathematical Logic,Validity,Introductory Courses,Mathematics Instruction,Junior High School Students,Problem Solving,Grade 8,Geometry,Foreign Countries,Visualization

Amongst important and under-researched questions are how introductory lessons can be designed for teaching initial proofs to junior high school students, and how such lessons enrich students' understanding of proofs. With a view to improving the learning situation in the classroom, in this paper we report on the various functions of introductory flow-chart proofs that use 'open problems' that have multiple possible solutions. Through an analysis of a teaching experiment in Grade 8, and by using a model of levels of understanding of proof structure, we identify the functions as enhancing the transition towards a relational understanding of the structure of formal proof, and encouraging forms of forward/backward thinking interactively that accompany such a relational understanding of the structure of proofs in mathematics. [For the complete proceedings, see ED597799.]
The Effect of Education Thematic Films on Classroom Teacher Candidates&apos; Motivation to Teach and Attitudes towards Teaching Profession
Author: Izgi, Ümit
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Undergraduate Students,Teacher Education Programs,Teacher Student Relationship,Films,Student Attitudes,Preservice Teachers,Student Motivation,Teaching (Occupation),Measures (Individuals)

It is thought that the use of education thematic films in teacher education and the teacher-student relations in films will be an example for teacher candidates, therefore it can affect the attitudes towards the profession and the motivation of teaching. In this context; the aim of the research is to examine the effect of education thematic films on classroom teacher candidates' motivation to teach and attitudes towards teaching profession. An explanatory design model has been used in the research that one of the mixed method designs. Explanatory design; requires qualitative data for the purpose of supporting, explaining and interpreting quantitative data (Patton, 2002). Research was conducted with 3rd year students; In the spring semester of the 2016-2017 academic year, Mersin University Faculty of Education Classroom Teacher Education Department. The &quot;Motivation to Teach Scale&quot; developed by Kauffman, Yilmaz-Soylu and Duke (2011) and adapted to Turkish by Ayik, Atas Akdemir, Seçer (2015) and &quot;Attitude Scale for Teaching Profession&quot; developed by Üstüner (2006) were used for data collection tools in this research. As a result of the analysis, it is possible to say that the films watched during the implementation process have positive effects on teacher motivation and attitudes towards the teaching profession. In order to develop the teachers' motivation to teach and their attitudes towards the teaching profession, it is possible to make all students in the faculty watch the education thematic films on certain days and establish a qualified film archive within the faculty for reaching more teacher candidates.
NAPLAN Reporting Review. Prepared for COAG Education Council
Author: Louden, William
Date: 2019-06-00
Type: Reports - Research
Subjects: Foreign Countries,Literacy,National Competency Tests,Numeracy,Information Dissemination,Web Sites,Data Use,Data Interpretation,Progress Monitoring,Academic Achievement,Access to Information,Educational Improvement,Educational Indicators,Benchmarking,Measures (Individuals)

The Education Council of the Council of Australian Governments (COAG) commissioned a review of the current approach to the presentation of the National Assessment Program -- Literacy and Numeracy (NAPLAN) data including information published on the &quot;My School&quot; website. The review was framed by four Terms of Reference, namely: (1) Perceptions of NAPLAN and &quot;My School&quot; data, including the potential for misinterpretation or misuse of data; (2) How &quot;My School&quot; and NAPLAN reporting contribute to understanding of student progress and achievement; (3) How schools use achievement data, including NAPLAN, to inform teaching; and (4) How &quot;My School&quot; and NAPLAN data are reported to students and parents. The Review began with an analysis of publicly available school-level reporting in comparable English-speaking jurisdictions. Jurisdictions were chosen to provide maximum variation in possible approaches (Chapter 1). Focus group interviews were conducted with more than 200 school leaders, teachers, parents and students in a purposive sample of 10 high-gain schools (Chapter 2). Thirty-three public submissions were received, and interviews were conducted with more than 70 stakeholders representing 23 school system, sector, union and parent stakeholder groups (Chapter 3). Findings and recommendations are discussed in the final chapter of the report.
Coaching Early Career Teachers in Urban Elementary Schools: A Mixed Method Study
Author: Shernoff, Elisa
Date: 2015-00-00
Type: Reports - Research
Subjects: Beginning Teachers,Coaching (Performance),Urban Schools,Elementary School Teachers,Faculty Development,Learner Engagement,Classroom Techniques,Disadvantaged Schools,Time Management,Supervision,Evidence Based Practice,Barriers,Teacher Effectiveness,Mental Health,Student Welfare,Intervention,Feasibility Studies,Experienced Teachers,Poverty Areas

Coaching for urban early career teachers (ECTs) offers promise and aligns with features of effective professional development to support the implementation of evidence-based practices. However, the functional components and key elements of coaching and coach supervision are not well specified in the literature. The goal of the current study was to examine adherence and feasibility of a coaching intervention designed to provide urban ECTs with concentrated support in classroom management and engaging learners -- two instructional domains that are robust predictors of attrition (Ingersoll &amp; Strong, 2011). Coaches (n = 6) worked with ECTs (n = 15) in three urban, high poverty elementary schools during the 2-year intervention. A mixed method design was employed, such that qualitative data (i.e., semi-structured interviews) and quantitative data (i.e., adherence measures) were collected concurrently, remained independent during analyses, and were integrated during interpretation (Creswell &amp; Clark, 2007). Findings revealed that ECTs generally received the intended frequency and duration of coaching but with fewer opportunities for post conferences. Coach supervision, on average, was delivered with intended frequency, with variability across coaches. Thematic analyses highlighted coach provision of emotional and instrumental support, emphasized consistent coaching as critical, and that time was a significant barrier to ECT participation in coaching. Supervision promoted social support among coaches and provided opportunities to adapt the model to ECT needs. [This article was published in &quot;School Mental Health&quot; v7 p6-20 2015.]
How We Teach Grammar: An Exploratory Study on How Dominican Teachers Deal with Grammar Teaching
Author: Lopez Diaz, Alexander
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Accuracy,Language Fluency,Communicative Competence (Languages),Language Teachers,Teacher Attitudes,Schemata (Cognition),Correlation,Foreign Countries

Grammar teaching is a highly researched area within applied linguistics. Views on what is effective when dealing with grammar shift from approach to approach. Since language teaching is a complex field, research and classroom practice have both challenged commonly held conceptions of what is effective. In fact, methods in English language teaching (ELT) respond to finding what was best in the classroom in accordance to research. Therefore, due to the complexity of grammar and its pedagogy, teachers constantly adopt instructional practices aligned to their beliefs about language learning and teaching. This research analyzes the case of how 5 Dominican teachers address grammar in their contexts, and the results of a survey to 55 teachers about their beliefs on grammar teaching. Research findings suggest that language educators in the Dominican Republic align to traditional practices in grammar teaching, and that teachers' cognition on grammar reflects a limited understanding of the link between grammar accuracy and communicative fluency, resulting in rule-based teaching. Lastly, the study ends with a series of recommendations which may prove helpful to curriculum designers, administrators, and teachers in general.
Using Experiential Optimization to Build Lexical Representations
Author: Johns, Brendan T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Processing,Models,Information Sources,Linguistics,Semantics,Sentences,Memory,Behavior,Data,English (Second Language),Language Tests,Second Language Learning

To account for natural variability in cognitive processing, it is standard practice to optimize a model's parameters by fitting it to behavioral data. Although most language-related theories acknowledge a large role for experience in language processing, variability reflecting that knowledge is usually ignored when evaluating a model's fit to representative data. We fit language-based behavioral data using experiential optimization, a method that optimizes the materials that a model is given while retaining the learning and processing mechanisms of standard practice. Rather than using default materials, experiential optimization selects the optimal linguistic sources to create a memory representation that maximizes task performance. We demonstrate performance on multiple benchmark tasks by optimizing the experience on which a model's representation is based.
Intraindividual Variability of Sleep/Wake Patterns in Adolescents with and without Attention-Deficit/Hyperactivity Disorder
Author: Langberg, Joshua M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Sleep,Adolescents,Attention Deficit Hyperactivity Disorder,Individual Differences,Middle School Students,Grade 8

Background: Prior studies examining the sleep of adolescents with and without attention-deficit/hyperactivity disorder (ADHD) have relied on mean values such as average sleep duration, which masks intraindividual variability. The objective was to investigate whether adolescents with ADHD have greater intraindividual variability of sleep/wake patterns than adolescents without ADHD using actigraphy and daily sleep diaries. Method: Adolescents (ages 13.17±0.40 years; 45% female) with (n=162) and without (n=140) ADHD were recruited from middle schools at two sites. Participants wore actigraphs and completed sleep diaries for an average of two weeks. Results: Multilevel models were conducted with sex, sleep medication use, ADHD medication use, number of days with data, and social jetlag controlled for in analyses. For actigraphy, adolescents with ADHD had greater variability for time in bed, sleep onset and offset, and wake after sleep onset than adolescents without ADHD. For sleep diary data, adolescents with ADHD had greater variability in bedtime, wake time, sleep duration, sleep onset latency, sleep quality, and night wakings than adolescents without ADHD. Social jetlag was a significant predictor of variability in sleep measures based on both actigraph and daily diaries; however, ADHD status was not associated with social jetlag. Conclusions: This is the first study to show that adolescents with ADHD have more variable sleep/wake patterns than their peers using both objective and subjective sleep measures. Intraindividual variability of sleep/wake patterns may be important for clinicians to assess and monitor as part of treatment. Research is needed to understand the mechanisms underlying increased intraindividual variability of sleep/wake patterns in adolescents with ADHD and potential consequences for daytime functioning. [This article was published in &quot;Journal of Child Psychology and Psychiatry&quot; v60 p1219-1229 2019.]
The Influence of Contextual Variability in Word Learning
Author: Johns, Brendan T.
Date: 2015-00-00
Type: Reports - Research
Subjects: Context Effect,Semantics,Word Recognition,Novelty (Stimulus Dimension),Comprehension,Memory,Undergraduate Students,Reading Comprehension,Cognitive Processes

In a series of analyses over mega datasets, Jones, Johns, and Recchia (Canadian Journal of Experimental Psychology, 66(2), 115-124, 2012) and Johns et al. (Journal of the Acoustical Society of America, 132:2, EL74-EL80, 2012) found that a measure of contextual diversity that takes into account the semantic variability of a word's contexts provided a better fit to both visual and spoken word recognition data than traditional measures, such as word frequency or raw context counts. This measure was empirically validated with an artificial language experiment (Jones et al.). The present study extends the empirical results with a unique natural language learning paradigm, which allows for an examination of the semantic representations that are acquired as semantic diversity is varied. Subjects were incidentally exposed to novel words as they rated short selections from articles, books, and newspapers. When novel words were encountered across distinct discourse contexts, subjects were both faster and more accurate at recognizing them than when they were seen in redundant contexts. However, learning across redundant contexts promoted the development of more stable semantic representations. These findings are predicted by a distributional learning model trained on the same materials as our subjects. [This article was published in &quot;Psychonomic Bulletin &amp; Review.&quot;]
InsideTrack© Coaching. Intervention Report. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Coaching (Performance),Intervention,Academic Persistence,Graduation,College Students,Educational Research,Program Effectiveness,Program Implementation,Costs,College Credits

This What Works Clearinghouse (WWC) intervention report summarizes the research on InsideTrack Coaching, an intervention designed to provide proactive, personalized coaching to help students identify and overcome both academic and non-academic barriers to college persistence and graduation. InsideTrack partners with universities to deliver its coaching to students through phone, video, email, text, and mobile apps. Based on the research, the WWC found that InsideTrack Coaching may increase persistence, and may result in little to no change in degree completion for four-year college students. [For the Intervention Brief, see ED599934. For the Intervention Snapshot, see ED599935.]
InsideTrack© Coaching. Intervention Brief. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Coaching (Performance),Intervention,Academic Persistence,Graduation,College Students,Educational Research,Program Effectiveness,Program Implementation,Costs,College Credits

Many programs and practices aim to improve college persistence and completion, including &quot;InsideTrack© Coaching.&quot; &quot;InsideTrack© Coaching&quot; provides proactive, personalized coaching to help students identify and overcome both academic and non-academic barriers to college persistence and graduation. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;InsideTrack© Coaching&quot; on students' persistence and degree attainment. The WWC identified 10 studies of &quot;InsideTrack© Coaching,&quot; one of which met WWC standards. The evidence presented in this report includes a study of the impact of &quot;InsideTrack© Coaching&quot; on four-year college students. This Intervention Brief discusses what happens when students participate in &quot;InsideTrack© Coaching,&quot; how &quot;InsideTrack© Coaching&quot; is implemented, how much &quot;InsideTrack© Coaching&quot; costs, and in what context &quot;InsideTrack© Coaching&quot; was studied. [For the full report, see ED599933. For the Intervention Snapshot, see ED599935.]
Insidetrack© Coaching. Intervention Snapshot. Supporting Postsecondary Success
Author: What Works Clearinghouse (ED)
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Coaching (Performance),Intervention,Academic Persistence,Graduation,College Students,Educational Research,Program Effectiveness,Costs,College Credits

&quot;InsideTrack© Coaching&quot; provides proactive, personalized coaching to help students identify and overcome both academic and nonacademic barriers to college persistence and graduation. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;InsideTrack© Coaching&quot; on students' persistence and degree attainment. The WWC identified 10 studies of &quot;InsideTrack© Coaching,&quot; one of which meets WWC standards. The evidence presented in this report includes a study of the impact of &quot;InsideTrack© Coaching&quot; on four-year college students. This Intervention Snapshot presents one study of &quot;InsideTrack© Coaching&quot; that meets WWC standards. For each outcome reviewed by the WWC, the effectiveness rating, findings, and the number of students and students that contributed to the findings is presented. These findings are based on 3,527 students for the persistence outcome and 1,346 students for the attainment outcome. [For the full report, see ED599933. For the Intervention Brief, see ED599934.]
Sleep and Daytime Sleepiness in Adolescents with and without ADHD: Differences across Ratings, Daily Diary, and Actigraphy
Author: Becker, Stephen P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Diaries,Sleep,Attention Deficit Hyperactivity Disorder,Comparative Analysis,Teacher Attitudes,Adolescents,Student Attitudes,Parent Attitudes,Classification,Intervention,Outcomes of Treatment,Grade 8,Middle School Students,Longitudinal Studies,Gender Differences,Puberty,Drug Therapy,Anxiety Disorders,Depression (Psychology),Clinical Diagnosis

Background: Children with attention-deficit/hyperactivity disorder (ADHD) experience greater sleep problems than their peers. Although adolescence is generally a developmental period characterized by insufficient sleep, few studies have used a multi-informant, multi-method design, to examine whether sleep differs in adolescents with and without ADHD. Methods: Targeted recruitment was used to enroll an approximately equal number of eighth-grade adolescents (mean age = 13 years) with (n = 162) and without ADHD (n = 140). Adolescents and parents completed global ratings of sleep problems; adolescents, parents, and teachers completed ratings of daytime sleepiness. Adolescents wore actigraphs and completed a daily sleep diary for approximately 2 weeks. Results: Adolescents with ADHD were more likely than adolescents without ADHD to obtain insufficient sleep on school days (per diary) and weekends (per diary and actigraphy). Adolescents with ADHD were also more likely to report falling asleep in class and to have stayed up all night at least twice in the previous 2 weeks (14% and 5% reported all-nighters for ADHD and comparison, respectively). In regression analyses controlling for a number of variables known to impact sleep (e.g. pubertal development, sex, medication use, having an externalizing, anxiety, or depression diagnosis), ADHD remained associated with shorter diary and actigraphy school night sleep duration, adolescent- and parent-reported daytime sleepiness, and parent-reported difficulties initiating and maintaining sleep and total sleep disturbance. Controlling for other variables, the odds of being classified with clinically elevated parent-reported sleep disturbance were 6.20 times greater for adolescents with ADHD. Conclusions: Findings provide some of the clearest evidence yet that adolescents with ADHD experience more sleep problems and sleepiness than their peers without ADHD. It may be especially important to assess for sleep problems in adolescents with ADHD and to evaluate whether existing sleep interventions are effective, or can be optimized, for use in adolescents with ADHD who also have sleep problems. [This paper was published in &quot;Journal of Child Psychology and Psychiatry&quot; v60 p1021-1031 2019.]
Findings from a Survey of State Science Leaders
Author: Hopkins, Megan
Date: 2016-11-00
Type: Reports - Research
Subjects: Science Education,Elementary Secondary Education,Supervisors,Role,Professional Associations,Specialists,Educational Quality,Equal Education,Science Achievement,Research,Individual Characteristics,Cooperation,State Programs,Partnerships in Education,Professional Development,Participation,Networks,Faculty Development,Conferences (Gatherings),Policy Formation,Curriculum

This study reports on results of a survey of the Council of State Science Supervisors (CSSS). CSSS is a professional organization composed of supervisors of science education in State Education Agencies. The organization works to sustain and nurture a dynamic learning community that empowers its members to be effective and articulate advocates for quality science education at the local, state, and national levels. The survey focused on the roles and activities that CSSS members take on and participate in as supervisors of science education, as well as on how they use research to inform state decisions related to implementation of the &quot;Framework for K-12 Science Education.&quot; In this report, the author provides information related to the study design and survey sample, as well as the roles and activities in which survey respondents reported engaging as CSSS members and state science supervisors. The author also presents findings related to CSSS members' research use, with respect to the sources and individuals they sought out for research to inform their state's decisions, as well as their efforts to acquire and use research. In future work, the author will investigate the relationships between CSSS members' roles and activities and their uses of research. [For the &quot;Framework for K-12 Science Education,&quot; see ED536476. &quot;For the following report, &quot;Findings from a Survey of State Science Leaders: Year 2,&quot; see ED599942.]