ethanporcaro/eric-fulltext-meta huggingface dataset:
Immersive Learning &amp; XR Technology Skills and Careers: Where the Future of Work Meets Economic Opportunity
Author: Naik, Meena
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Computer Simulation,Simulated Environment,Information Technology,Job Skills,Career Pathways,Careers,Futures (of Society),Technological Literacy,Education Work Relationship,Access to Computers,Technology Education,Job Training

Extended reality (XR) technology and immersive learning are reshaping the future of learning and work. In this paper, Jobs for the Future (JFF) presents a new framework of occupations and career paths created or transformed by XR technology and immersive learning, including illustrative job titles, critical skills, and anticipated training/hiring requirements. With a focus on equipping policymakers, workforce developers, and training providers with actionable recommendations, we demonstrate that future XR careers can be responsibly planned and that training pathways can be transformed to support multiple on-ramps into quality jobs for learners and workers--especially those from systemically excluded populations. [This report is made possible through the support of Meta.]
Productive Struggle: Persevering through Challenges. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, Pennsylvania, October 14-17, 2021)
Author: Olanoff, Dana, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Barriers,Educational Research,Educational Psychology,Community Involvement,Educational Improvement,Research Reports,Scholarship,Mathematics Instruction,Educational Practices

These proceedings are a written record of the research presented at the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Philadelphia, Pennsylvania, and virtually. This year's conference theme is &quot;Productive Struggle: Persevering through Challenges.&quot; The aim of using this theme is to encapsulate an idea of hope towards the future: that through struggle, and through scholarly work, engagement in community, and sustained effort towards improvement, PME-NA can truly make a difference in the lives of teachers and students, and in mathematics education broadly in the continent of North America. The papers accepted comprised 81 research reports, 158 brief research reports, 121 Posters, and 15 Working Groups or Research Colloquia. [Individual papers are indexed in ERIC.]
Emergent Bilingual Student Experiences and the Bilingual Education and English as a Second Language Programs, 2020-2021. Austin Independent School District. Publication 20.34.1
Author: Archuleta, Helen
Date: 2021-11-00
Type: Reports - Research
Subjects: School Districts,Bilingual Students,Student Experience,Bilingual Education,English (Second Language),Second Language Instruction,English Language Learners,Student Participation,Special Education,Gifted Education,Vocational Education,Racial Differences,Ethnicity,Teacher Attitudes,Learner Engagement,Parent Participation,Teacher Certification,Educational Environment,Academic Aspiration,Postsecondary Education,Immigrants,Refugees,Elementary Secondary Education,Language Usage,Interpersonal Relationship,Financial Support

This report outlines emergent bilingual students' experiences at AISD and in the Bilingual Education (BE) and English as a Second Language (ESL) Programs. As of the Fall 2020 snapshot, AISD had enrolled 21,107 emergent bilingual students, representing 28% of the AISD student population (N = 74,871). Emergent bilingual students' participation in the BE and ESL, special education, Gifted and Talented, and Career and Technical Education programs are summarized. Additionally, emergent bilingual students' perception of school climate and aspects of BE and ESL program implementation are discussed.
De-Tracking--The Path to Creating Equity in Math Class
Author: Pope, Joshua
Date: 2023-08-00
Type: Reports - Research
Subjects: Equal Education,Mathematics Education,Track System (Education),Educational Change,Achievement Gap,Minority Group Students,Self Esteem,Classroom Desegregation,Inclusion,Middle School Students,Grade 8,Algebra,Racial Differences,Advanced Courses,Scores

Tracking in education is a process that started in the early 1900s. What started as a tool to help migrant students, evolved into a discrete form of segregation. Tracking normally negatively affects marginalized students. It often separates students by socioeconomic status and race. Black and Hispanic students normally make up a small percentage of students placed in higher-tracked math classes. When students are placed in a lower-track math class, they often continue that track until they graduate, which gives them little to no room for advancement once they are on that particular track. Tracking is developed by grades, test scores, and possibly a biased teacher's idea of perceived student potential. To remedy the problems that tracking creates, de-tracking in classes, especially math class, must occur. De-tracking can help enable equity in math classrooms. It will also help close the opportunity gap which in turn can help close the achievement gap between minority and nonminority students. There has been a lot of research on tracking but not as much on the benefits that de-tracking can have on marginalized students. My research will study the benefits of de-tracking for marginalized students. The research will also study the confidence and mental psyche of students that are placed on lower tracks versus higher tracks. Given the opportunity, all students can be successful. De-tracking can help all students grow and be victorious in all classes, especially in math class.
Bilingual Education and English as a Second Language Academic Performance Summary, 2020-2021. Austin Independent School District. Publication 20.34.2
Author: Archuleta, Helen
Date: 2021-12-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Bilingual Students,English (Second Language),Second Language Instruction,Academic Achievement,English Language Learners,Advanced Placement,College Readiness,Graduation Rate,Dropout Rate,Bilingual Education,COVID-19,Pandemics,Elementary Secondary Education

The purpose of this report is to provide information about the academic performance of emergent bilingual students in the Austin Independent School District (AISD). This document summarizes performance on the State of Texas Assessment of Academic Readiness (STAAR) tests, end-of-course (EOC) tests, the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment, AP exam performance, college readiness indicators, and graduation and dropout rates. [For the first report, &quot;Emergent Bilingual Student Experiences and the Bilingual Education and English as a Second Language Programs, 2020-2021. Austin Independent School District. Publication 20.34.1,&quot; see ED630061.]
Family Engagement Services by Parent Support Specialists: 2020-2021. Publication 20.32
Author: Minney, Dana
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: School Districts,Family Involvement,Family School Relationship,Parent Participation,Services,Educational Resources,Family Attitudes,Specialists,Family Needs,Student Needs

Austin Independent School District (AISD) views family engagement as a top priority. In alignment with this priority, AISD employs parent support specialists (PSS)s at 69 Title I schools, 52 of whom are funded with City of Austin funds. PSSs provide family members, parents and guardians with various support services, access to resources, and opportunities for learning and engagement. This report summarizes some of the family engagement services provided by PSSs and the activities of the PSSs during school year 2020-2021.
Diversified Education through Leadership, Technology, and Academics Credit Recovery Program Annual Report: 2020-2021. Publication 20.36
Author: Orr, Aline
Date: 2021-11-00
Type: Reports - Research
Subjects: High School Students,Repetition,Required Courses,Credits,Graduation,Dropout Prevention,School Districts,Individualized Instruction,Computer Assisted Instruction,Minority Group Students,White Students,Economically Disadvantaged,Bilingual Students,Special Education,Student Attitudes,Language Arts,Mathematics,Sciences,Social Studies,Second Language Learning,Outcomes of Education

DELTA student outcomes were positive. A total of 1,617 students attempted to recover 2,875 credits and 64% of credits were earned. In addition, 79% of the 12th graders in DELTA graduated from high school. Lastly, students, teachers, and campus administrators had very positive thoughts about DELTA and how this program helped students earn credits and stay on track to graduate.
Gender-Diverse Students&apos; Experiences in AISD. Publication 20.33
Author: Fayles, Cason
Date: 2021-08-00
Type: Numerical/Quantitative Data
Subjects: Student Diversity,LGBTQ People,Secondary School Students,Educational Environment,School Districts,Student Attitudes,Interpersonal Relationship,Adults,Academic Persistence,Learner Engagement,School Safety,Student Behavior,Peer Relationship,Social Bias,Bullying

Gender-diverse secondary students (i.e., students in grades 6-11 who identify as transgender, nonbinary, or questioning) continue to report a more challenging school climate than their cisgender peers, according to results from the 2020-2021 AISD Student Climate Survey. This report highlights the largest differences in students' perceptions and includes qualitative responses from gender-diverse students about when they feel welcome or unwelcome at school. Recommendations for strengthening supports for gender-diverse students are discussed.
Student Teaching Program: Student Teacher and Cooperating Teacher Survey Results, Spring 2021. Publication 20.25
Author: Leung, Jenny
Date: 2021-06-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Student Teachers,Student Teacher Attitudes,Cooperating Teachers,Teacher Attitudes,Student Teaching,Program Effectiveness,Experiential Learning,Culturally Relevant Education,Teacher Characteristics,Student Characteristics

This report describes the results from the Student Teacher Survey and the Cooperating Teacher Survey. Findings indicated most student teachers had a positive experience in the Student Teaching Program. Additionally, most cooperating teachers would recommend their student teacher for employment suggesting the Student Teaching Program can serve as an effective teacher recruitment pipeline for AISD.
How Does Tennessee Support Students&apos; Social, Emotional, and Academic Development (SEAD)?
Author: Education Trust
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Student Development,Minority Group Students,Racial Differences,Ethnicity,Low Income Students,At Risk Students,Faculty Development,Discipline,Diversity (Faculty),Culturally Relevant Education,Family Involvement,Community Involvement,School Policy,Academic Achievement,Administrator Role

Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds, and other underserved students often do not have positive learning experiences. This report discusses how Tennessee supports SEAD through: school discipline; professional development; educator diversity; rigorous and culturally sustaining curricula; student, family, and community engagement; and wraparound services.
How Does Massachusetts Support Students&apos; Social, Emotional, and Academic Development (SEAD)?
Author: Education Trust
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Student Development,Minority Group Students,Racial Differences,Ethnicity,Low Income Students,At Risk Students,Faculty Development,Discipline,Diversity (Faculty),Culturally Relevant Education,Family Involvement,Community Involvement,School Policy,Academic Achievement,Administrator Role

Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds, and other underserved students often do not have positive learning experiences. This report discusses how Massachusetts supports SEAD through: school discipline; professional development; educator diversity; rigorous and culturally sustaining curricula; student, family, and community engagement; and wraparound services.
How Does Washington Support Students&apos; Social, Emotional, and Academic Development (SEAD)?
Author: Education Trust
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Student Development,Minority Group Students,Racial Differences,Ethnicity,Low Income Students,At Risk Students,Faculty Development,Discipline,Diversity (Faculty),Culturally Relevant Education,Family Involvement,Community Involvement,School Policy,Academic Achievement,Administrator Role

Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds, and other underserved students often do not have positive learning experiences. This report discusses how Washington supports SEAD through: school discipline; professional development; educator diversity; rigorous and culturally sustaining curricula; student, family, and community engagement; and wraparound services.
Community Math Stories: Informal Adult Educators Exploring Mathematics Identity through Digital Mathematics Storytelling
Author: Chao, Theodore
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Informal Education,Mathematics Instruction,Story Telling,Educational Technology,Self Concept,COVID-19,Pandemics,Community Education,Teacher Attitudes,Knowledge Level,Technological Literacy,Urban Areas,Teachers,Adults,Elementary Education,Mathematics Education

During the COVID-19 pandemic, many urban schools relied on community centers with existing computer labs and high-speed internet that could provide in-person support for a small number of children engaging in online learning. Using a digital storytelling approach, this research report analyzes the mathematics identities of 14 informal adult educators. Situating the stories shared though Critical Race Theory counternarratives, this study enables participants to ground their narratives within their own spaces of power--to tell and forge their own digital mathematics story. Because informal adult educators are not family members nor school-based educators, they often are invisible variables in conceptualizing a child's mathematics learning. This research seeks to elicit their mathematics stories and understand how to enactment digital mathematics storytelling through listening to how the community positions and visions math. [For the complete proceedings, see ED630060.]
Learning to Make Sense of Data in a CODAP-Enabled Learning Environment: Interactions Matter
Author: Mojica, Gemma F.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 6,Grade 7,Middle School Students,Data Analysis,Cooperative Learning,Statistics,Mathematics Instruction,Teacher Student Relationship

In this study, we investigated how sixth and seventh grade students used CODAP to make sense of roller coaster data while engaged in Exploratory Data Analysis (EDA). Using instrumentation theory, we examined students' instrumentation approaches, as well as the types of instrumental orchestration utilized by teachers as they interacted with student pairs during EDA. [For the complete proceedings, see ED630060.]
Assessing the Quality of Mathematics in Cameroon Primary School Textbooks and Its Implications to Learning
Author: Atanga, Napthalin A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Textbooks,Mathematics Education,Elementary School Mathematics,Textbook Content,Foreign Countries,Grade 5,Grade 6,Educational Quality

Mathematics textbooks for upper primary classes in the English Subsystem of Education in Cameroon were examined to determine the quality of mathematics in them and possible teacher knowledge fostered. The quality of mathematics in these textbooks is classified as medium and the dominant teacher knowledge fostered is common content knowledge. This is because the textbooks are full of accurate standard algorithms and mathematical definitions, yet lack the use of multiple strategies and representations. They also contain high proportion of mathematical explanations that are either partially accurate or accurate but incomplete. Textbooks with medium mathematical quality have high potentials of causing learners and teachers to be mathematically malnourished. [For the complete proceedings, see ED630060.]
Tracing Beginning Teachers&apos; Mathematics Curriculum Use in Their First Three Years of Teaching
Author: Pak, Byungeun
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Beginning Teachers,Mathematics Curriculum,Elementary School Teachers,Use Studies,Teaching Methods

This study explores how five beginning elementary teachers used their mathematics curriculum materials in their first three years of teaching. Prior research suggests that teachers' curriculum material use in their earlier careers may not change significantly from year to year (e.g., Valencia, Place, Martin, &amp; Grossman, 2006). Our investigation builds on this prior research with a focus on elementary mathematics curriculum use. We analyzed interview transcripts from five teachers' first three years drawing on a framework developed by Forbes and Davis (2010). Our analysis indicates that these five teachers used their mathematics curriculum in different ways from Year 1 through Year 3. They followed their mathematics curriculum with few adaptations in their first year, and then began to modify their curriculum more extensively in their second and third years. [For the complete proceedings, see ED630060.]
Supporting Middle-School Students&apos; Development of Emergent Graphical Shape Thinking
Author: Paoletti, Teo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Mathematics Education,Grade 8,Mathematical Logic,Graphs,Algebra,Thinking Skills,Educational Technology,Acceleration (Education)

Emergent graphical shape thinking (Moore &amp; Thompson, 2015) is a way of reasoning that is critical across numerous STEM fields. However, evidence indicates that the underlying component ideas for emergent thinking are underdeveloped in school mathematics education (e.g., Thompson &amp; Carlson, 2017), and few studies directly report on students' development of this way of thinking. We present the results of a teaching experiment conducted with eighth-grade students to support stable meanings for emergent graphical shape thinking. We focus on the in-the-moment meanings expressed by a pair of students as they engaged in a sequence of tasks that we conjecture could support stable meanings for constructing and interpreting graphs. [For the complete proceedings, see ED630060.]
Harmony and Dissonance: An Enactivist Analysis of the Struggle for Sense Making in Problem Solving
Author: Greenstein, Steven
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Learner Engagement,Problem Solving,Manipulative Materials,Fractions,Division,Graduate Students,Mathematics Teachers,Preservice Teachers

This work seeks to understand the emergent nature of mathematical activity mediated by learners' engagement with multiple artifacts. We explored the problem solving of two learners as they aimed to make sense of fraction division by coordinating meanings across two artifacts, one being a physical manipulative and the other a written expression of the standard algorithm. In addressing the question, &quot;How do learners make sense of and coordinate meanings across multiple representations of mathematical ideas?&quot; we took an enactivist perspective and used tools of semiotics to analyze the ways they navigated the dissonance that arose as they sought to achieve harmony in meanings across multiple representations of ideas. Our findings reveal the value of such tool-mediated engagement as well as the complexity of problem solving more broadly. Implications for learning mathematics with multiple artifacts are discussed. [For the complete proceedings, see ED630060.]
Integration of Mathematics History into Model-Eliciting Activities for Making Sense of Negative Integers
Author: Sevinc, Serife
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 7,Mathematical Models,Mathematics Instruction,Cooperative Learning,Design,Numbers,Cultural Differences,Mathematics Education,History,Middle School Students,Foreign Countries,Public Schools

This study aims to explore seventh-grade students' understanding of negative integers as they engaged in mathematics history integrated model-eliciting activities in small groups. For this educational case study, we designed model-eliciting activities based on six design principles of the models-and-modeling perspective that incorporated history of negative integers. Both written data and video records of students were analyzed to elicit the facets of their models of negative integers. We found that students' thought that either daily life contexts or people's need drove the invention of negative integers. The findings also indicated students' reasoning on the evolvement of mathematics ideas by contribution of different culture, revealing the role of math history integration into the modeling process. In this sense, our study presents a unique approach in modeling literature. [For the complete proceedings, see ED630060.]
When Is a Guess More than Just a Guess? Middle-Grades Students&apos; Guess and Check Strategies
Author: Zwanch, Karen
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Guessing (Tests),Middle School Students,Problem Solving,Mathematics Education,Equations (Mathematics),Algebra,High School Students,Rural Schools,Mathematical Concepts

The appropriateness of guess and check as a problem-solving strategy has been debated. This qualitative study examines the use of guess and check by middle-grades students to solve linear systems of equations. Students' reasoning is examined within the number sequences framework, which is based in part on students' units coordination. Only students at the fourth and fifth stages (out of five) correctly solved systems of equations algebraically; this is attributed to their operations on two- and three-level unit structures, and to a disembedding operation. Students at the third stage applied strategic guess and check methods, which is attributed to assimilating with composite units (i.e., units of units), but these students could not correctly use an algebraic method. For students at the second stage, guess and check was non-strategic, which is attributed to their construction of composite units in activity. Implications for instruction are discussed. [For the complete proceedings, see ED630060.]