ethanporcaro/eric-fulltext-meta huggingface dataset:
Uptake as a Mechanism to Promote Student Learning
Author: Bell, Clare Valerie
Date: 2013-10-00
Type: Reports - Research
Subjects: Mathematics Instruction,Algebra,Scaffolding (Teaching Technique),Discussion (Teaching Technique),Classroom Communication,Classroom Observation Techniques,Mathematical Logic,Thinking Skills,Mathematics Skills

This study is a descriptive examination of uptake that occurred during classroom discourse in 33 Algebra I classrooms in nine U.S. states. Uptake refers to the act of taking up mathematical comments, questions, and constructions as objects of discourse. Uptake is important because it can be used for scaffolding authentic opportunities to learn and promoting productive dispositions toward learning. Data used in this study were taken from video-recorded and transcribed observations of 63 class sessions--30 participating teachers were observed twice and 3 were observed only once. Coding of uptake data resulted in 5 categories of types of utterances being taken up and 16 categories of how the utterance was used in the episode of uptake. Analysis across all categories indicates that teachers most frequently provided mathematical explanations and reasoning, even when asking for students' reasoning and explanations, which limited students' opportunities to express mathematical reasoning. Episodes of uptake resulting in more dialogic interaction did occur, but were relatively rare. Findings of this study have potential to help teachers and teacher educators become more aware of using uptake to strategically foster more authentic, student-centered discourse environments and increase students' opportunities to learn.
Estimating Causal Effects of Education Interventions Using a Two-Rating Regression Discontinuity Design: Lessons from a Simulation Study
Author: Porter, Kristin E.
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: Regression (Statistics),Research Design,Quasiexperimental Design,Research Methodology,Causal Models,Influences,Intervention,Computation,Simulation,Statistical Bias,Accuracy,Error of Measurement,Statistical Inference

A valuable extension of the single-rating regression discontinuity design (RDD) is a multiple-rating RDD (MRRDD). To date, four main methods have been used to estimate average treatment effects at the multiple treatment frontiers of an MRRDD: the &quot;surface&quot; method, the &quot;frontier&quot; method, the &quot;binding-score&quot; method, and the &quot;fuzzy instrumental variables&quot; method. This paper uses a series of simulations to evaluate the relative performance of each of these four methods under a variety of different data-generating models. Focusing on a two-rating RDD (2RRDD), the methods are compared in terms of their bias, precision, and mean squared error when implemented as they most likely would be in practice--using optimal bandwidth selection. The lessons learned from the simulations to a real-world example that uses data from a study of an English learner reclassification policy are also applied. Overall, this paper makes valuable contributions to the literature on MRRDDs in that it makes concrete recommendations for choosing among MRRDD estimation methods, for implementing any chosen method using local linear regression, and for providing accurate statistical inferences. Appended are: (1) Computing Average Frontier Effects for Models 3 and 4 in Our Simulations; (2) Estimation in Theory: Using Full Information; (3) Deriving Correct Model Specifications for the Fuzzy IV Method; (4) Domain or Bandwidth Selection; and (5) Simulation Results When Using Local Linear Regression, Not Including Other Rating as a Covariate.
Classroom Observations and Reflections: Using Online Streaming Video as a Tool for Overcoming Barriers and Engaging in Critical Thinking
Author: Barlow, Angela T.
Date: 2013-10-00
Type: Reports - Research
Subjects: Video Technology,Technology Uses in Education,Barriers,Critical Thinking,Observation,Elementary School Mathematics,Elementary School Teachers,Grade 3,Peer Influence,Teacher Collaboration,Teaching Methods,Mathematics Instruction,Faculty Development,Teacher Surveys,Interviews

In typical school settings, teachers are not afforded the opportunity to observe the instructional practices of their peers. Time constraints, opportunity, and willingness to participate in observational practices are just three of the factors that may limit teachers' engagement in this type of activity. To provide teachers with opportunities to observe a standards-based, elementary mathematics classroom, online streaming videos of instruction were disseminated to third grade teachers within a single school. As they viewed each video, the participants were presented with the opportunity to read the teacher's introduction explaining the focus of the video and engage in discussion around each video through text. Discussions included posting their own comments, reading other participants' comments, or posing questions. The purpose of this research was to examine the properties and/or qualities of the online streaming video that attracted the participants to use it, to identify the remaining obstacles that prevented the participants from utilizing the technology, and to explore the potential of online streaming video for engaging teachers in critically thinking about instruction and in turn impacting beliefs. Data was gathered in the form of surveys, interviews, and online comments. Results are provided and future research directions are given.
The Status of Elementary Science Education: Are We Ready for the Next Generation Science Standards?
Author: Trygstad, Peggy J.
Date: 2013-04-00
Type: Reports - Research
Subjects: Science Education,Academic Standards,Elementary School Science,National Surveys,Educational Trends,Performance Factors,Science Instruction,School Policy,Educational Policy,Educational Attainment,Teaching Experience,Teacher Background,Educational Resources,Faculty Development,Educational Opportunities,Educational Practices,Teacher Characteristics,Demography,Pedagogical Content Knowledge,Career Readiness,Instructional Materials,Learning Activities,Behavioral Objectives,Time on Task,Program Length,Teacher Participation,Teacher Surveys

The forthcoming Next Generation Science Standards (NGSS) aim to reshape K-12 science education, but making the vision a reality will require changes throughout the education system. What teachers ultimately do in the classroom depends on a host of factors, including state and district policies, school structures and supports, preservice preparation, inservice learning opportunities, parent/community expectations, and availability of instructional resources, among others. This conference paper shares results about the current status of elementary science education from the 2012 National Survey of Science and Mathematics Education, which gathered data from a nationally representative sample of schools and teachers of science about many of these factors. The paper focuses on topics such as school and district policies to support science instruction, teacher attributes (e.g., experience, college preparation), teacher beliefs about teaching and learning, instructional resources, professional development opportunities, and instructional practices. Results from an analysis of how these factors predict teachers&apos; instructional practices are also included.
Unequal Distribution of Resources for K-12 Science Instruction: Data from the 2012 National Survey of Science and Mathematics Education
Author: Smith, P. Sean
Date: 2013-04-00
Type: Reports - Research
Subjects: Science Instruction,Elementary Secondary Education,Educational Resources,Resource Allocation,National Surveys,Instructional Materials,Teacher Surveys,Educational Trends,Educational Practices,Experienced Teachers,Disadvantaged Schools,Minority Group Students,Statistical Analysis,Rural Urban Differences,Predictor Variables,Outcomes of Education,Performance Factors,Classroom Environment,Institutional Characteristics,Teacher Characteristics,Faculty Development,Pedagogical Content Knowledge,Educational Technology,Time on Task,Program Length,Courses,Scores,Educational Equity (Finance),Racial Bias

Equitable science education opportunities are shaped by factors originating inside and outside schools. Resources for science instruction--for example, laboratory equipment and course offerings--have historically been allocated unequally across schools serving different student communities. This paper addresses the equity of instructional resource distribution for K-12 science education in the United States. Data from a current, nationally representative sample of teachers and schools indicate some disparities in the distribution of three key resources: well-prepared teachers, material resources, and instructional practices. Statistical analyses show imbalances in resource allocation by school poverty level and/or minority student body composition, consistent with historical trends. Other data suggest few differences in the distribution of instructional resources by school community type (urban, suburban, and rural). Overall, the findings shed light on the national science education landscape, and provide food for thought and discussion among researchers, practitioners, and policymakers alike. A chart showing differences in outcome variables, by equity lenses, is appended.
2012 National Survey of Science and Mathematics Education: Compendium of Tables for High School Chemistry
Author: Horizon Research, Inc.
Date: 2013-09-00
Type: Reports - Research
Subjects: National Surveys,Chemistry,High Schools,Secondary School Teachers,Secondary School Science,Teacher Surveys,Teacher Background,Teaching Experience,Educational Trends,Educational Resources,Science Instruction,Science Curriculum,Tables (Data),Test Items,Questionnaires,Data Collection,Data Analysis,Test Construction,Research Methodology,Research Design,Science Teachers

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. This compendium, one of a series, details the results of a survey of high school chemistry teachers in schools across the United States. The report contains tables of frequencies for each item on the questionnaire, copies of the instruments, and detail on data collection and analysis.
The Status of Secondary Science Education in the United States: Factors That Predict Practice
Author: Smith, Adrienne A.
Date: 2013-04-00
Type: Reports - Research
Subjects: Science Education,Secondary School Science,Predictor Variables,Performance Factors,Educational Practices,Teaching Methods,Science Instruction,Secondary School Teachers,Teacher Characteristics,Instructional Materials,Educational Resources,Student Characteristics,Student Diversity,Demography,Expenditures,Classroom Environment,Academic Standards,School Readiness,Pedagogical Content Knowledge,Teacher Background,Instructional Innovation,Educational Assessment,Educational Indicators,National Surveys,Teacher Surveys,Questionnaires

New K-12 science education standards emphasize teaching and learning grounded in authentic scientific practices. A first step toward supporting teachers&apos; adoption of scientific practice-based pedagogies is to develop a clear picture of how teachers are currently teaching science, and what factors predict their pedagogical choices. A recently concluded, major study gathered data from a nationally representative sample of secondary science teachers. Among the topics studied were five sets of teacher-level predictors of traditional versus reform-oriented science instruction: teacher attributes, teacher beliefs, instructional resources, context-related factors, and inservice support. School-level factors (e.g., student demographics, community type, science expenditures) were also examined as potential predictors of classroom practice. This paper explores the relationships among these potential predictors and between the predictors and teachers&apos; reported practices. The findings describe the national secondary science education landscape, and provide insight into the readiness of the field to implement the upcoming Next Generation Science Standards. An appendix provides two supplementary tables.
2012 National Survey of Science and Mathematics Education: Status of Middle School Science
Author: Weis, Aaron M.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Science Education,Middle School Teachers,Teacher Surveys,Questionnaires,Educational Trends,Teacher Characteristics,Demography,Career Readiness,Science Teachers,Faculty Development,Courses,Science Instruction,Decision Making,Professional Autonomy,Behavioral Objectives,Homework,Educational Practices,Testing Programs,Class Activities,Instructional Materials,Educational Equipment,Educational Facilities,Performance Factors,Tables (Data),Teacher Attitudes,Science Curriculum,Pedagogical Content Knowledge,Teacher Background,Teaching Experience

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of middle school science teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is included.
2012 National Survey of Science and Mathematics Education: Status of High School Physics
Author: Banilower, Eric R.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,High Schools,Physics,Secondary School Teachers,Secondary School Science,Educational Trends,Teacher Background,Teaching Experience,Teacher Characteristics,Demography,Pedagogical Content Knowledge,Career Readiness,Faculty Development,Courses,Science Instruction,Decision Making,Professional Autonomy,Class Activities,Behavioral Objectives,Homework,Testing Programs,Instructional Materials,Educational Resources,Educational Facilities,Educational Equipment,Performance Factors,Teacher Attitudes,Science Curriculum

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of high school physics teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is included.
2012 National Survey of Science and Mathematics Education: Status of High School Mathematics
Author: Smith, Adrienne A.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,High Schools,Secondary School Teachers,Secondary School Mathematics,Educational Trends,Teacher Characteristics,Demography,Career Readiness,Pedagogical Content Knowledge,Faculty Development,Courses,Decision Making,Professional Autonomy,Teacher Attitudes,Class Activities,Behavioral Objectives,Homework,Educational Practices,Testing Programs,Mathematics Instruction,Instructional Materials,Educational Equipment,Educational Facilities,Performance Factors,Tables (Data),Questionnaires,Mathematics Curriculum,Teaching Experience

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of high school mathematics teaching and is one of several subject and grade-level specific reports. An appendix with definitions of grade 9-12 mathematics course types and class mean scores for composites is included.
2012 National Survey of Science and Mathematics Education: Compendium of Tables for High School Biology
Author: Horizon Research, Inc.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Biology,High Schools,Secondary School Teachers,Secondary School Science,Educational Trends,Teacher Background,Teaching Experience,Teacher Surveys,Tables (Data),Questionnaires,Test Items,Data Collection,Data Analysis,Research Methodology,Research Design,Test Construction,Science Teachers,Science Instruction,Science Curriculum,Educational Resources

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. This compendium, one of a series, details the results of a survey of high school biology teachers in schools across the United States. The report contains tables of frequencies for each item on the questionnaire, copies of the instruments, and detail on data collection and analysis.
Using Student Voices to Redefine Success: What Community College Students Say Institutions, Instructors and Others Can Do to Help Them Succeed
Author: Booth, Kathy
Date: 2013-01-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Goal Orientation,Student Motivation,Learner Engagement,Student Attitudes,Telephone Surveys,Focus Groups,African American Students,Hispanic American Students,Disproportionate Representation,College Faculty,First Generation College Students,Academic Support Services,Success

Research indicates that students are more likely to succeed when they experience the following six factors: (1) have a goal and a path leading to this goal; (2) stay motivated to achieve this outcome; (3) believe that their success matters to others; (4) are engaged in the classroom; (5) feel connected to the college community; and (6) feel they are contributing positively to the college culture and community. In Student Support (Re)defined--a multi-year study of what community colleges can do to improve success for all students--the Research and Planning Group for California Community Colleges (RP Group) summarized these six success factors as (1) directed, (2) focused, (3) nurtured, (4) engaged, (5) connected, and (6) valued. The RP Group conducted phone surveys and focus groups to ask almost 900 students from 13 California community colleges what supports their educational success, focusing particularly on the importance of these six factors to their educational achievement. The research over-sampled African-American and Latino learners and integrated survey findings with student background data extracted from the California Community Colleges State Chancellor's Office Management Information System. This report begins by synthesizing findings identified across the six success factors into five key themes. These five themes are: (1) colleges need to foster students' motivation; (2) colleges must teach students how to succeed in the postsecondary environment; (3) colleges need to structure support to ensure all six success factors are addressed; (4) colleges need to provide comprehensive support to historically underserved students to prevent the equity gap from growing; and (5) everyone has a role to play in supporting student achievement, but faculty must take the lead. The report then provides a detailed description of students' responses by success factor, including a full definition of each factor, key findings about that factor from both the survey and focus groups, and any significant highlights by survey participant subgroup. This section includes a one-page summary that underscores which aspects of the six success factors are particularly important to first-generation, African-American and Latino participants. This resource concludes with actions that faculty, counselors, staff, administrators and students can take to help students experience one or more of the six success factors, based on the suggestions of study participants. (Contains 2 references, 8 tables and 6 sets of discussion questions designed to facilitate campus conversations about the study's findings)
State-by-State Analysis of High School Feedback Reports
Author: Data Quality Campaign
Date: 2013-01-14
Type: Numerical/Quantitative Data
Subjects: High School Students,College Readiness,Career Readiness,Educational Indicators,Feedback (Response),Enrollment,Remedial Programs,Educational Attainment,Information Dissemination,Reports,High Schools,Postsecondary Education,Tables (Data),State Surveys

The best information to help stakeholders evaluate and strengthen their efforts to improve students&apos; college and career readiness is actual information about students&apos; success beyond high school, such as enrollment, remediation, degree and certification completion, and employment outcomes. States have a critical role to plan in providing this information--known as high school feedback. In fact, every state committed to providing such information in exchange for the 2009 federal stimulus funding, and every state that received an Elementary and Secondary Education Act waiver committed to do so annually moving forward. States have made significant progress producing high school feedback reports. However, these reports will only be useful to stakeholders if they maintain the following leading characteristics: (1) transparent by being publicly available; (2) actionable by being tailored with information about specific high schools; and (3) timely by being produced and disseminated with recent data (since 2010). Drawing on &quot;Data for Action 2012,&quot; Data Quality Campaign&apos;s (DQC&apos;s) annual survey of states&apos; practices through summer 2012, and independent research conducted in fall 2012, DQC has produced this state-by-state analysis of states&apos; efforts to provide high school feedback.