ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Primary Teachers' Choice of Mathematical Examples: Formative Analysis of Lesson Plan Data
Author: Huntley, Ray
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Lesson Plans,Foreign Countries,Mathematics,Mathematics Teachers,Mathematics Education,Pedagogical Content Knowledge,Mathematical Concepts,Research Projects,Undergraduate Students,Teacher Education,Elementary School Teachers,Elementary School Mathematics,Grade 2,Grade 3

The learning and teaching of mathematics are key elements for primary school teachers, and various approaches for teaching mathematics to pre-service teachers are evident in mathematics education. This paper reports on a project to develop a critical approach to using mathematical subject knowledge in choosing learning examples and examines data from United Kingdom pre-service teachers' lessons. The data suggests pre-service teachers have no structured method for choosing examples, which impacts on the quality of the learning experiences of students.
Implementing the Japanese Problem-Solving Lesson Structure
Author: Groves, Susie
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Solving,Lesson Plans,Curriculum Implementation,Elementary School Mathematics,Elementary School Teachers,Interviews,Transcripts (Written Records),Observation,Educational Practices,Teaching Methods

While there has been worldwide interest in Japanese Lesson Study as a model for teacher professional learning, there has been less research into authentic implementation of the problem-solving lesson structure that underpins mathematics research lessons in Japan. Findings from a Lesson Study project involving teachers from three Victorian primary schools indicate that the focus on planning for sustained discussion of student solutions resonated with teachers' previous professional learning on questioning techniques and led to changes in their regular classroom practice. [This project was funded by the Centre for Research in Educational Futures and innovation, Deakin University. The project team consisted of Susie Groves, Brian Doig, Colleen Vale, and Wanty Widjaja.]
Early-Years Swimming: Creating Opportunities for Adding Mathematical Capital to Under 5s
Author: Jorgensen, Robyn
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Aquatic Sports,Mathematics Instruction,Young Children,Child Development,Mathematics Skills,Influences,Skill Development,Questionnaires,Cognitive Development,Developmental Stages,Computation,Foreign Countries

Drawing on survey data from over 2000 parents, this paper explores the possibility of early-years swimming to add mathematical capital to young children. Using developmental milestones as the basis, it was found that parents reported significantly earlier achievement on many of these milestones. Such data suggest that the early years swim environment may offer enhanced opportunities for learning skills that help transition young children into formal schooling. This paper explores those milestones that are related to early mathematics.
Developing Low-Cost Solutions to Improve Public Policy: The Work of MDRC's Center for Applied Behavioral Science. Issue Focus
Author: MDRC
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Public Policy,Cost Effectiveness,Change Strategies,Program Improvement,Behavioral Sciences,Integrated Activities,Behavioral Science Research,Organizational Change,Policy Formation

Many social policy and education programs start from the assumption that people act in their best interest. But behavioral science shows that people often weigh intuition over reason, make inconsistent choices, and put off big decisions. The individuals and families who need services and the staff who provide them are no exception. From city offices and community colleges to the White House, more and more organizations are using research about how people make decisions to improve their work and the lives of those they serve. In 2015, MDRC launched the Center for Applied Behavioral Science (CABS). CABS combines MDRC's 40-plus years of expertise in policy research with the cutting edge of behavioral science. CABS has already completed several large-scale behavioral field studies, incorporated behavioral science into broader MDRC initiatives, and educated policymakers and practitioners on how to use behavioral science to improve their programs. This issue focus presents CABS in developing low-cost solutions to improve public policy.
Secondary School Regulations Reference Guide. Updated January 2017
Author: Rhode Island Department of Education (RIDE)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: State Regulation,Secondary Schools,Academic Support Services,Intervention,Literacy,Numeracy,Student Evaluation,Secondary School Students,Graduation Requirements,Dropout Prevention,Time on Task,Faculty Development,Secondary School Teachers,Educational Planning,Performance Based Assessment,Individualized Instruction,Test Use,Standardized Tests

The Rhode Island 2020 Vision for Education defines an ideal Rhode Island graduate to be &quot;one who is well prepared for postsecondary education, work, and life. He or she can think critically and collaboratively and can act as a creative, self-motivated, culturally competent learner and citizen.&quot; The updated Secondary School Regulations, which go into effect in the 2017-2018 school year (for the graduating class of 2021 and beyond), are intended to encourage all schools to further develop a system of opportunity by which every student can reflect the vision of the ideal Rhode Island graduate. The primary purpose of this reference guide is to provide clarification to educators, students, and families regarding the regulatory changes adopted in the 2016 Secondary School Regulations. The guidance provided in this reference guide is one piece of a larger, ongoing effort by the Rhode Island Department of Education (RIDE) to provide schools and local education agencies (LEAs) with support and technical assistance toward meeting the goals of the Council on Elementary and Secondary Education-adopted regulations. It is intended to be used as a reference guide on particular topics addressed in the Secondary School Regulations and will be updated as more information is requested or becomes available.
FOCUS: Essential Elements of Quality for State-Funded Preschool Programs
Author: New Mexico Public Education Department
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Preschool Education,Educational Quality,State Aid,Educational Improvement,Child Development,Learning,Preschool Children,Family Involvement,Inclusion,Disabilities,Culturally Relevant Education,Bilingual Students,Social Development,Emotional Development,Health Promotion,Screening Tests,Teacher Student Ratio,Administrator Qualifications,Teacher Qualifications

The &quot;FOCUS: Essential Elements of Quality, New Mexico's Tiered Quality Rating and Improvement System (TQRIS),&quot; provides early childhood program personnel with the criteria, tools, and resources they need to improve the quality of their program. These quality improvements focus on children's growth, development, and learning--so that each child has an equitable opportunity to be successful when they enter school. This document contains the &quot;FOCUS: Essential Elements of Quality&quot; that provide a framework for state-funded preschool programs as they strive to make quality improvements. Together, the &quot;New Mexico Early Learning Guidelines: Birth through Kindergarten&quot; and the &quot;FOCUS: Essential Elements of Quality&quot; provide: (1) Common Early Learning Standards, standardized criteria for a common, authentic, observation documentation curriculum-planning process; and (2) Common Early Learning Program Standards, a standardized process for continuous quality improvement and standardized criteria for a common quality rating and improvement system. The &quot;FOCUS: Essential Elements of Quality&quot; is also closely aligned with the New Mexico Professional Development System--a standardized, early childhood workforce knowledge and competency framework, with a corresponding progression of credentials, the Common Early Childhood Professional Development Standards. An appendix provides: Early Childhood Outcomes (ECO) Crosswalk--NM Early Learning Guideline (ELG): Birth through Kindergarten. [FOCUS on Young Children's Learning is a partnership between the New Mexico Public Education Department, the New Mexico Children, Youth and Families Department, and the University of New Mexico.]
Building Relationships between Stakeholders and Researchers: People, Persistence and Passion
Author: Horne, Rhonda
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Stakeholders,Researchers,Partnerships in Education,School Community Relationship,College Faculty,State Departments of Education,Elementary School Teachers,Mathematics Curriculum,Foreign Countries

Partnerships between state stakeholders, researchers, and schools are often idealised as a way to create innovative solutions to persistent problems in education, and portrayed with deterministic histories. This paper argues that these relationships often begin long before they are formalised and are at times dictated by circumstantial timing. A long-term relationship is discussed between university researchers, mathematics curriculum leaders in a state education department and local primary schools. Recommendations are included.
What Teachers See When Watching Others Teach
Author: Hodgson, Louise
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Faculty Development,Observation,Teaching Methods,Modeling (Psychology),Foreign Countries,Mathematics Instruction,Teacher Response,Student Role,Knowledge Level,Language Usage

This paper reports results from a study exploring classroom modelling as an approach to teacher education. In particular, it presents analysis of responses on an observation proforma completed by primary school teachers to indicate what teacher actions they observed when watching modelled lessons and which of those actions they intended to implement in their classrooms as a result of the observation. One hundred and sixty-two teachers participated in observing at least one modelled lesson in a variety of classroom contexts over a period of twelve months. The results of the observation proformas revealed that teachers focussed on desirable pedagogies when observing modelled lessons, suggesting that classroom modelling may be a powerful form of teacher learning.
Apps for Mathematics Learning: A Review of &quot;Educational&quot; Apps from the iTunes App Store
Author: Highfield, Kate
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Mathematics Instruction,Mathematics Curriculum,Classification,Design

Increasingly iPads™ are being used in schools and prior-to-school settings, with a plethora of Apps available for mathematics learning. Despite the growing number of Apps available in the iTunes App Store, there has been limited systematic analysis of the pedagogic design of Apps designed for mathematics learning. This paper describes a content analysis of Apps that are currently available as &quot;educational&quot; content in the iTunes App Store and highlights the limited range of pedagogic designs available for mathematics learning.
Fine-Tuning in a Design Experiment
Author: Ho, Foo Him
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Mathematics Education,Mathematics Activities,Instructional Design,Educational Practices,Teacher Researchers,Curriculum Implementation,Educational Experiments

Quek, Tay, Toh, Leong, and Dindyal (2011) proposed that a design-theory-practice troika should always be considered for a designed package to be acceptable to the research users who, in this case, are teachers and schools. This paper describes the fine-tuning to the MProSE problem-solving design made by the teachers in the school after first round of teaching. This process involved teacher input from their experience, and detailed time-consuming discussions and learning between the researcher-designers and the teacher-implementers.
A Needs Analysis Study for Preparatory Class ELT Students
Author: Ulum, Ömer Gökhan
Date: 2015-00-00
Type: Journal Articles
Subjects: Needs Assessment,Second Language Instruction,English (Second Language),English for Academic Purposes,College Students,Student Needs,Foreign Countries,Questionnaires,Oral Language,Statistical Analysis,Instructional Materials,Learning Activities,Speech Skills,Course Evaluation,Efficiency

With this study, to have a general understanding of academic needs for the development of speaking skill, the needs of preparatory class university students at an English Language Teaching Department were assessed. Based upon a descriptive research design, an adapted questionnaire with open-ended questions was administered to the 2nd, 3rd and 4th class ELT students as well as ELT graduates to define their academic needs in speaking courses. The data were analysed by using SPSS, a Statistical Programme for Social Sciences. At the end of the study, it was found out that (1) there should be more aiding materials for speaking courses, and (2) more authentic and interesting activities should be put into practice.
IDEAL-NM Annual Report: School Year 2013-2014
Author: New Mexico Public Education Department
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Annual Reports,Statewide Planning,Database Management Systems,Electronic Learning,State Programs,Program Effectiveness,Program Evaluation,Program Descriptions,Demography,Expenditures,Integrated Services,Distance Education,Delivery Systems,Online Courses,Geographic Location,Geographic Distribution,Virtual Classrooms,Enrollment Rate,Credits,Progress Monitoring,Accountability,Trend Analysis,Courseware,Shared Resources and Services

Innovative Digital Education and Learning-New Mexico (IDEAL-NM) was created in response to the 2005 Performance and Accountability Contract, &quot;Making Schools Work&quot; to leverage technology. On October 27, 2006, the statewide e-learning program that would implement a shared e-learning infrastructure using a single statewide learning management system (LMS); web conferencing system; and help-desk support for K-12 schools, higher education institutions, and governmental agencies was announced. IDEAL-NM implemented a statewide Cyber Academy beginning in the summer of 2008, with 54 enrollments from nine school districts. The vision of the statewide Cyber Academy was to provide, through the innovative use of technology, equitable access for education opportunities to all New Mexico students, by reducing geographic and capacity barriers. The statewide Cyber Academy works in partnership with New Mexico schools to deliver quality and rigorous online courses taught by highly qualified New Mexico teachers via a supplemental or blended model. In this model, students enroll in a physical, brick-and-mortar school, and credit for the completed Cyber Academy course is awarded by the enrolling school. As a nationally recognized program IDEAL-NM provides statewide eLearning services to P-12 schools and state government agencies. IDEAL-NM is a program of the Public Education Department (PED). New Mexico is the first state in the nation to create a statewide eLearning system that, from its inception, encompasses all aspects of learning--from traditional public and higher education environments, to teacher professional development, to continuing and workforce education. This report provides the following relating to the program: demographic description, detailed report of expenditures, description of services provided, the number and location of local distance learning sites to date, schools and distance learning completions (virtual school only--does not include portal enrollments), courses offered, and Student and Teacher Accountability Reporting (STARS) data. Three appendixes are included: (1) K-12 Web Portals; (2) State Agency and Community Organization/Non Profit Portals; and (3) Tribal Colleges Portals. [Issued December 2014.]
New Mexico Public Education Department K-3 Plus Annual Report for School Year 2015-2016
Author: New Mexico Public Education Department
Date: 2016-12-00
Type: Numerical/Quantitative Data
Subjects: Public Education,Annual Reports,Early Childhood Education,Pilot Projects,At Risk Students,Early Intervention,Disadvantaged Schools,Demography,Program Descriptions,Program Effectiveness,Program Evaluation,Instructional Effectiveness,Accountability,Funding Formulas,Eligibility,Trend Analysis,Statewide Planning,State Programs

K-3 Plus was established in 2007 as a six-year pilot project that permitted schools with high numbers of at-risk students to begin the school year 25 days earlier for kindergarten through third grade. The purpose of the K-3 Plus program is to demonstrate that increased instructional time in kindergarten and the early grades narrows the achievement gap between at-risk students and other students, increases cognitive skills, and leads to higher achievement scores for all participants. K-3 Plus is conducted in high-poverty, public schools. For the purposes of K-3 Plus, &quot;high-poverty, public school&quot; means a public elementary school in which either 80 percent or more of the students are eligible for free or reduced-fee lunch at the time the school applies for the program or the school has earned a D or F school grade the previous year. K-3 Plus served 19,383 students in the summer of 2015--an increase of 1,327 students from the previous year in 246 schools, 53 districts, and 6 state charters. The program effectively targeted high-needs students, with participants more likely than other students to qualify for free or reduced-price lunch; be Hispanic, Native American, and/or English learners; or have been retained at least once. Participating schools are required to assess students in literacy using DIBELS. The Public Education Department (PED) uses those results in the evaluation of the program. Following statutory requirements, this report describes the following as they relate to the K-3 Plus program: (1) Demographics; (2) Program Requirements; (3) Assessment; (4) Instruction; (5) Evaluation and Reporting; and (6) Application Review/Funding. Additionally, the report provides a K-3 student summary and discusses assessment results and trends.
Experiment Clarifies Buoyancy
Author: Oguz, Ayse
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Science Experiments,Thinking Skills,Scientific Concepts,Misconceptions,Physics,Scientific Principles,Observation

This article presents a simple activity using Archimedes' principle that helps students to develop their scientific thinking and also to identify and correct their misconceptions. The exercise consists of linear and reverse processes.
Activity Teaches Mirror Concepts
Author: Yurumezoglu, K.
Date: 2009-09-00
Type: Journal Articles
Subjects: Scientific Concepts,Science Instruction,Science Activities,Geometric Concepts,Spatial Ability,Physics,Optics,Misconceptions

This paper explains mirror concepts with the front-back reversal.
Long-Term Orientation and Educational Performance. Working Paper 174
Author: Figlio, David
Date: 2017-01-00
Type: Reports - Research
Subjects: Immigrants,Educational Attainment,Delay of Gratification,Reading Achievement,Mathematics Achievement,Scores,Achievement Gains,Attendance,Discipline,Grade Repetition,Graduation,Enrollment,Advanced Courses,Parents,Educational Opportunities,Parent Student Relationship,Cultural Influences,Cultural Traits,Elementary Secondary Education,Public Schools,Achievement Tests,Standardized Tests,State Standards,Sciences,School Choice,Academically Gifted

We use remarkable population-level administrative education and birth records from Florida to study the role of Long-Term Orientation on the educational attainment of immigrant students living in the US. Controlling for the quality of schools and individual characteristics, students from countries with long-term oriented attitudes perform better than students from cultures that do not emphasize the importance of delayed gratification. These students perform better in third grade reading and math tests, have larger test score gains over time, have fewer absences and disciplinary incidents, are less likely to repeat grades, and are more likely to graduate from high school in four years. Also, they are more likely to enroll in advanced high school courses, especially in scientific subjects. Parents from long-term oriented cultures are more likely to secure better educational opportunities for their children. A larger fraction of immigrants speaking the same language in the school amplifies the effect of Long-Term Orientation on educational performance. We validate these results using a sample of immigrant students living in 37 different countries.
What Factors Predict Middle School Students Sign Up for Washington's College Bound Scholarship Program? A Mixed Methods Evaluation. Working Paper 175
Author: Goldhaber, Dan
Date: 2017-01-00
Type: Reports - Research
Subjects: Predictor Variables,Middle School Students,College Preparation,Mixed Methods Research,Student Participation,Student Characteristics,Simulation,Enrollment Trends,Disadvantaged Youth,Eligibility,Low Income Groups,Contracts,Student Financial Aid,At Risk Students,Scholarships,Institutional Characteristics,Computation,Equations (Mathematics),College Attendance,Principals,School Counselors,Interviews,Probability

We investigate factors influencing student sign-ups for Washington State's College Bound Scholarship (CBS) program. We find a substantial share of eligible middle school students fail to sign the CBS, forgoing college financial aid. Student characteristics associated with signing the scholarship parallel characteristics of low-income students who attend 4-year colleges. Simulations suggest the program may address college enrollment gaps, increasing college-going by some disadvantaged groups, it also would reinforce inequalities in college-going that exist between sub-groups of low-income students. Finally, student sign-up rates are lower than has been previously reported. Importantly, we find a perception among program administrators that nearly all eligible students sign up, which shifts attention away from sign-ups to encouraging pledgees to follow through with program requirements. Principal/Guidance Counselor Interview Questions are appended.
Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?
Author: Linsell, Chris
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Elementary School Teachers,Mathematical Concepts,Foreign Countries

The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated, growth-oriented concept of mathematics content knowledge specifically for beginning pre-service primary teachers. While we acknowledge that our proposal is preliminary and incomplete we also maintain that it addresses a number of important issues faced by pre-service teachers, their initial teacher education providers, and the mathematics education community.