ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Service Learning Help Students Succeed? Assessing the Effects of Service Learning at California State University-Fresno
Author: Leimer, Christina
Date: 2009-06-26
Type: Reports - Research
Subjects: Graduation Rate,Service Learning,Withdrawal (Education),Educational Strategies,College Students,Program Effectiveness,Learner Engagement,Public Service,School Community Relationship,Student Characteristics,Student Surveys,Skill Development,Correlation,Academic Persistence,Comparative Analysis,Time to Degree,Predictor Variables

Through Service Learning, students learn while serving the community. This &quot;educational approach ties relevant community service to academic content and uses critical reflection activities to strengthen learning and developmental outcomes&quot; (www.csufresno.edu/sl/). Studies have shown (Astin, et.al., 2000; Eyler, et.al., 2001) that Service Learning (SL) helps students improve their academic performance, build leadership skills, strengthen their sense of community, gain professional and career advantages, foster personal development, and cultivate a lifelong civic and service ethic. At Fresno State, &quot;engaging with the region&quot; is one of our strategic goals. Adopting effective teaching methods is a goal in our Academic Plan. SL is one of the means by which engagement and active, experiential learning (known to be effective teaching methods) are achieved. Since 2005-06, the number of SL classes has grown from 124 to 160 in 2007-08. The number of students participating increased from 3,660 to 3,774. Approximately 10% of 2007-08 Fresno State graduates completed a SL course. The university has supported SL since the early 1990s. In 2007, Fresno State received a $3.5 million donation to launch the Jan and Bud Richter Center for Community Engagement and Service Learning to continue and expand those activities. So, more faculty members are using SL. More students are participating. And the university and Fresno community are supporting this method of teaching and learning. But does SL show positive effects for Fresno State students? To find out, this study examined student demographic and academic preparation characteristics, persistence and graduation rates, time-to-degree, grades, course withdrawal rates, and survey responses to personal growth and job-related skills development for students who participated in SL courses and those who did not participate in SL courses. Appendices include notes on data and methodologies, and tables showing characteristics of service learning and non-service learning students. (Contains 23 tables and 1 footnote.)
Stasis and Change:  Faculty Satisfaction, Stress and University Priorities. An Analysis of the 1998-99 and 2004-05 HERI Faculty Surveys
Author: Leimer, Christina
Date: 2006-04-10
Type: Numerical/Quantitative Data
Subjects: Ethnicity,Academic Rank (Professional),College Faculty,Stress Variables,Teacher Surveys,Job Satisfaction,Teacher Attitudes,Attitude Change,Comparative Analysis,Teacher Characteristics,Gender Differences,Racial Differences,Predictor Variables,Administrative Policy,College Administration,Diversity (Faculty),Faculty College Relationship,Faculty Promotion,Faculty Workload,Women Faculty,Minority Group Teachers

HERI Faculty Surveys administered in Fall 1998 and Spring 2005 at California State University-Fresno were analyzed to assess change in faculty satisfaction, stress, and perceived importance of University priorities by academic rank, gender, and race/ethnicity. Each survey sample was weighted to match its population then analyzed separately using T-Tests and ANOVA. Responses were then combined to assess change during this six-year period. Findings show differences between the academic ranks are widening. Change has been positive for women and faculty of color, but distinctions remain by gender and race/ethnicity. (Contains 12 tables.)
Helping Continuation High School Student Become Successful in Mathematics
Author: Villegas, Ramon R.
Date: 2011-06-00
Type: Reports - Research
Subjects: Learner Engagement,Positive Reinforcement,Teaching Methods,Mathematics Instruction,At Risk Students,Algebra,Interviews,Consultants,Guidelines,Educational Strategies,High Stakes Tests,High School Students,Nontraditional Education,Continuation Students

The focus of this research is to understand how to engage at risk students at a continuation high school in mastering mathematics. These students typically fail math classes, and, as a result, are unmotivated to attempt to learn principles of mathematics. The purpose of the study is to develop strategies that build their understanding of Algebra 1. The theoretical rationale that forms the basis of this paper addresses student engagement in learning. Teaching meaningful content serves as a link to connecting students with subject matter. A review of the literature and an interview with a mathematics consultant indicate that positive reinforcement, a variety of teaching strategies, a personal connection with students, and a sense of the part of the students that they belong to the school and/or community are important in engaging students in the study of mathematics.
Equivalent Fractions: Developing a Pathway of Students' Acquisition of Knowledge and Understanding
Author: Wong, Monica
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Mental Computation,Grade 3,Mathematics,Identification,Grade 4,Grade 5,Grade 6,Primary Education,Learning Strategies,Mathematics Achievement,Numeracy,Mathematics Instruction,Urban Areas,Mathematics Teachers

Learning pathways capture the development of competence in a mathematical domain. They have been developed from empirical studies in the areas of mental computation and emergent numeracy concepts. These pathways afford teachers the opportunity to identify students' current levels of understanding, antecedent understandings and the steps that are likely to result in students achieving a more sophisticated level of understanding. A pathway of the skills and knowledge that students acquire in developing conceptual understanding of fraction equivalence was developed through the assessment of 649 students from Grades 3 to 6 attending six primary schools. The assessment, analysis of data and hypothesised pathway for area models are described in this paper. (Contains 3 figures and 1 table.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
Two Decades of Mathematics Education Reform in New Zealand: What Impact on the Attitudes of Teacher Education Students?
Author: Young-Loveridge, Jenny
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Mathematics Education,Negative Attitudes,Educational Change,Foreign Countries,Mathematics Instruction,Preservice Teachers,Student Teacher Attitudes,Educational History,Mathematics Teachers,Elementary School Teachers

This paper explores the impact of almost two decades of mathematics education reform in New Zealand on the attitudes of pre-service teacher education students training to be primary teachers. More students were positive towards mathematics and fewer were negative compared to Biddulph (1999). In the present study, more students were positive about the prospect about teaching mathematics than about mathematics. Only 47% of the students were positive about both mathematics and the teaching of mathematics. However, students' reasons for their ratings revealed that a negative attitude towards mathematics sometimes resulted in enthusiasm about helping children to have better experiences than they themselves had had at school. Some students with positive attitudes towards mathematics worried about the responsibility of providing high quality teaching experiences in mathematics for children. The study showed that this issue is complex and attitudes towards teaching mathematics may be different from attitudes towards mathematics. (Contains 2 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Co-Constructing New Classroom Practices: Professional Development Based upon the Principles of Lesson Study
Author: McDonald, Sue
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Methods,Educational Opportunities,Faculty Development,Professional Development,Pedagogical Content Knowledge,Teaching Methods

A challenge for educational employing authorities is the provision of high-quality, sustainable professional development opportunities that will lead to positive growth in teachers' pedagogical practices. The study reported here sought to devise and implement a model of teacher professional development that would result in such growth by increasing mathematics content knowledge and pedagogical content knowledge. While there were a number of components to the study, including the investigation of a relationship between teacher professional learning and improved student learning outcomes, this paper focuses upon the changes in teachers' beliefs and practices as reported by the teacher participants, their students, and observed by the researcher. A variety of qualitative methods for data collection were used in order to develop a complete picture of the nature of teacher growth. (Contains 2 figures and 2 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Mathematics Attitudes and Achievement of Junior College Students in Singapore
Author: Yee, Lim Siew
Date: 2010-07-00
Type: Reports - Research
Subjects: Two Year College Students,Mathematics Education,Student Attitudes,Two Year Colleges,Incentives,Student Motivation,Correlation,Foreign Countries,Rewards,Mathematics Achievement,Self Determination,Personal Autonomy,Self Control,Punishment

Studies that investigated students' attitudes toward mathematics and its relationships with achievement are scarce in Singapore. To address this issue, the mathematics attitudes and achievement of 984 junior college students were measured. Results indicated that students had positive attitudes toward mathematics but lacked intrinsic motivation to do mathematics. Students were extrinsically motivated to study mathematics, but the relationship between extrinsic motivation and achievement was weak. However, there was a significant positive correlation between intrinsic motivation and achievement. This is contrary to the beliefs of many educators and parents in Singapore who believe in extrinsic rewards and punishments to encourage better achievement. This study suggests that Singapore educators and parents should focus more on how to motivate students intrinsically. (Contains 1 figure and 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Critical Moments in Learning Mathematics: First Year Pre-Service Primary Teachers' Perspectives
Author: Tobias, Stephen
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Foreign Countries,Mathematics Teachers,Preservice Teachers,Elementary School Teachers,Elementary School Mathematics,Mathematics Anxiety,Student Experience

Pre-service primary teachers have been identified in several research studies as having poor self-conceptions of themselves as mathematics teachers. Many express feelings of anxiety when faced with mathematics tasks resulting in poor dispositions and understandings. This paper reports on beginning pre-service primary teachers' (N=106) recollections of critical moments in their mathematics education at school. Interestingly, their graphical ratings of their dispositions suggest a slightly positive recollection of their mathematical experiences. In contrast their justifications and recount was generally negative. (Contains 4 figures and 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Dispersing Mathematics Curriculum Leadership in Remote Aboriginal Communities
Author: Jorgensen, Robyn
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Mathematics Curriculum,Curriculum Development,Mathematics Education,Indigenous Populations,Educational Research,Educational Change,Foreign Countries,Instructional Leadership,Principals,Administrator Role,Models

In remote Aboriginal communities, there are many challenges that confront educators, not the least of which is leadership that challenges the status quo and moves Aboriginal communities forward in their access to, and engagement with, the mathematics school curriculum. This paper draws on data from the &quot;Maths in the Kimberley&quot; (MiTK) project where the complexities around reforming mathematics were investigated through leadership models. It was considered that the complexities faced by principals in their day-to-day management of schools closed down their capacity for curriculum leadership. A new model of curriculum leadership, based on the Accelerated Literacy model was adopted for numeracy reform. This model, its genesis and its implementation is discussed along with the mitigating context that shapes the need for models of leadership that focus on curriculum reform for remote Indigenous contexts. The implications of this model are discussed in conjunction with the field of mathematics educational research. (Contains 2 footnotes.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Problem Solving in the School Curriculum from a Design Perspective
Author: Toh, Tin Lam
Date: 2010-07-00
Type: Collected Works - General
Subjects: Conferences (Gatherings),Mathematics Education,Problem Solving,Foreign Countries,Data Collection,Curriculum,Engineering,Task Analysis,Student Attitudes,Educational Strategies,Data Analysis

In this symposium, the participants discuss some preliminary data collected from their problem solving project which uses a design experiment approach. Their approach to problem solving in the school curriculum is in tandem with what Schoenfeld (2007) claimed: &quot;Crafting instruction that would make a wide range of problem-solving strategies accessible to students would be a very valuable contribution. This is an engineering task rather than a conceptual one&quot; (p. 541). In the first paper, the participants look at how two teachers on this project taught problem solving. As good problems are key to the successful implementation of their project, in the second paper, they focus on some of the problems that were used in the project and discuss the views of the participating students on these problems. The third paper shows how an initially selected problem led to a substitute problem to meet their design criteria. The papers included in this symposium are: (1) Enacting a Problem Solving Curriculum (Leong Yew Hoong, Toh Tin Lam, Quek Khiok Seng, Jaguthsing Dindyal, Tay Eng Guan and Lou Sieu Tee); (2) Problems for a Problem Solving Curriculum (Jaguthsing Dindyal, Quek Khiok Seng, Leong Yew Hoong, Toh Tin Lam, Tay Eng Guan and Lou Sieu Tee); and (3) Resources for Teaching Problem Solving: A Problem to Discuss (Quek Khiok Seng, Toh Tin Lam, Jaguthsing Dindyal, Leong Yew Hoong, Tay Eng Guan and Lou Sieu Tee). Individual papers contain tables, figures and references. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Professional Standards and Professional Learning: A Position Paper
Author: McDaid, Karen
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Mathematics Education,Position Papers,Foreign Countries,Professional Development,Learning,Outcomes of Education,Mathematics Instruction,Mathematics Teachers,Accountability,Teacher Effectiveness

The educational discourse in recent years in Australia, and in particular NSW has been on advancing the status of the teaching profession through the development of a framework of standards, and by supporting the nature of teachers' work in addition to improving student-learning outcomes. The close link between student learning outcomes and quality mathematics teaching has resulted in the call for an increase in teacher accountability and quality. This paper is an exploration of the relevant literature that focused on the professionalisation of the teaching profession in Australia and its potential impact on teaching in Australia. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Beyond the Curriculum: The Mathematical Beliefs of Pre-Service Primary Teachers in Hong Kong
Author: Lo, Wing Yee
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Questionnaires,Foreign Countries,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Preservice Teachers,Elementary School Teachers,Elementary School Mathematics,Teacher Attitudes,Majors (Students),Student Interests

This study investigated pre-service primary teachers' knowledge and beliefs about mathematics, the curriculum in Hong Kong, and teaching practices. Pre-service teachers from all four years of the program who were majoring in mathematics teaching completed a questionnaire. A sample participated in an interview and provided lesson plans for analysis. This paper reports the data obtained from the beliefs section of the questionnaire. The preliminary results indicated that the mathematical beliefs of the pre-service teachers generally supported the innovative approaches recommended in the revised curriculum. Nevertheless, for some there was a contradiction between their beliefs about the role of mathematics teachers and mathematics learning in classrooms. (Contains 2 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
&quot;I Always Feel More Confident When I Know Where Things Are Going&quot;: How Do Pre-Service Teachers Engage with Mathematics Curriculum Documentation?
Author: Wilson, Sue
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Mathematics Education,Foreign Countries,Mathematics Instruction,Statistics,Primary Education,Preservice Teacher Education,Task Analysis,Conferences (Gatherings),Pedagogical Content Knowledge,Documentation

The paper reports some findings about how pre-service students engage with the mathematics and statistics section of the &quot;New Zealand Curriculum&quot; (2007), when writing a yearly long-term plan in this curriculum area. This authentic task for pre-service students provided opportunities to seek out information about relevant curriculum knowledge including reviewing and revising mathematical content. This paper is part of a larger study, which focuses on the needs and concerns of final year primary pre-service teachers as they anticipate teaching mathematics in their first year of teaching. [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Pre-Service Teachers Constructing Positive Mathematical Identities: Positing a Grounded Theory Approach
Author: Wilson, Sue
Date: 2010-07-00
Type: Reports - Research
Subjects: Grounded Theory,Preservice Teacher Education,Mathematics Education,Data Analysis,Mathematics Teachers,Mathematics Anxiety,Preservice Teachers,Primary Education,Teaching Models,Mathematics Instruction

Mathematics anxiety in pre-service primary teachers is an important issue in teacher education. This leads to the question of how pre-service primary teachers with mathematics anxiety perceive their mathematical identities. The paper explores the potential to develop a research-based model to identify the process whereby pre-service primary teachers with mathematics anxiety could develop more positive identities as learners and potential teachers of mathematics. It indicates emerging themes from previous research using subsequent preliminary data analysis and argues that a grounded theory approach to building a theoretical model for this process would make a valuable contribution to teacher education. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
Socio-Economic Background, Senior Secondary Mathematics, and Post-Secondary Pathways
Author: Yeoh, Eng
Date: 2010-07-00
Type: Reports - Research
Subjects: Mathematics Education,Foreign Countries,Mathematics Instruction,Mathematics Curriculum,Socioeconomic Status,Secondary School Mathematics,Postsecondary Education,Correlation,Disadvantaged Youth,Enrollment Trends,High School Graduates

The relationship between socio-economic background and completion of senior secondary mathematics study leading to various post-schooling pathways has been an area of keen interest to researchers, school systems and policy makers for some time. This paper briefly considers some aspects of this relationship using recent Victorian data relating to the index of relative socio-economic disadvantage (IRSD), enrolments and study scores for Victorian senior secondary mathematics students and &quot;On Track&quot; destination data. (Contains 6 figures and 1 table.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]
Abstracting by Constructing and Revising a &quot;Partially Correct Construct&quot;: A Case Study
Author: Williams, Gaye
Date: 2010-07-00
Type: Reports - Research
Subjects: Video Technology,Mathematics Education,Problem Solving,Foreign Countries,Grade 5,Mathematics Curriculum,Case Studies,Interviews,Data Analysis,Conferences (Gatherings),Mathematics,Mathematics Instruction

This study draws on data from a broader video-stimulated interview study of the role of optimism in collaborative problem solving. It examines the activity of a Grade 5 student, Tom, whose initial constructing activity resulted in a &quot;Partially Correct Construct&quot;. Insistent questioning from another group member pressuring for clarification led to Tom developing a &quot;more correct construct&quot; with further potential for revision. This paper raises questions about influences that can stimulate or inhibit construct refinement. (Contains 3 tables.) [For the complete proceedings, &quot;Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010),&quot; see ED520764.]