ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning through Critiquing: Investigating Students&apos; Responses to Others&apos; Graphs of a Real-Life Functional Situation
Author: Wilkie, Karina J.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Persuasive Discourse,Mathematics Instruction,Graphs,Mathematical Concepts,Prior Learning,Foreign Countries,Secondary School Students,Evaluative Thinking,High Achievement

Argumentation activities, such as constructing and communicating claims, critiquing others' ideas, and evaluating the strengths and weaknesses of claims, can play a foundational role in students' educational development. Yet there is more to understand about utilising these activities for effective mathematics learning. This paper discusses an exploration of 12 Australian students' responses to a purposefully designed argumentation task on graphing functions to provide insight into their attention to particular functions concepts. Issues related to argumentation task design and functions teaching and learning are discussed.
Lesson Study: Investigating How Facilitators Support Teacher Noticing
Author: Restani, Rachel
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Facilitators (Individuals),Mathematics Instruction,Inquiry,Teaching Methods,Faculty Development,Communities of Practice,Thinking Skills,Student Behavior,Foreign Countries,Elementary School Teachers,Intermediate Grades,Teacher Attitudes,Mentors,Interpersonal Communication

In many Western countries, there has been an emphasis on ways in which to support teachers to shift practice from traditional mathematics instruction to inquiry-based classrooms. As a form of professional learning and development, lesson study offers the potential for teachers to develop their ability to respond to students' thinking through participation in a professional learning community. Drawing on sociocultural learning theory, in this paper, we investigate how teachers in New Zealand learned to notice students' mathematical thinking. We analysed transcripts from teachers' post-lesson discussions. Our findings draw on analysis of teachers' post lesson discussions. They illustrate the ways in which teachers interacted with each other and highlight the important role of facilitators in supporting teachers to notice student thinking.
Mathematics in Initial Teacher Education Programs in Sweden, Germany, and Australia
Author: Cooke, Audrey
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Teacher Education Programs,Cultural Differences,Mathematics Anxiety,Preservice Teachers,Elementary School Teachers,Prior Learning,Mathematics Achievement,Teacher Qualifications,Standards

International comparisons of student achievement in mathematics and their attitudes towards, confidence with and anxiety to mathematics have a long history. Likewise, detailed international comparisons of teacher education programs have also been conducted. However, the relationship between the teacher education programs and teacher anxiety for teaching mathematics have not been investigated. This paper is part of a larger research project investigating the relationship between teacher education programs and mathematical anxiety of its pre-service teachers. It reports on the initial comparison of the teacher education programs for primary teachers from a university in Sweden, Germany, and Australia, specifically the mathematics education addressed in the programs. The paper concludes with an outline of the future research.
Science Framework for the 2015 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Scientific Literacy,Elementary Secondary Education,Student Evaluation,Equal Education,Grade 4,Grade 8,Grade 12,Science Achievement,National Standards,Elementary School Science,Secondary School Science,Physical Sciences,Biological Sciences,Earth Science,Space Sciences,Scientific Concepts,Science Process Skills,Scientific Principles,Inquiry,Curriculum Design,STEM Education,Standardized Tests,Benchmarking,Evaluation Methods

The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The &quot;Science Framework for the 2015 National Assessment of Educational Progress&quot; sets forth the design of the NAEP Science Assessment. This document is intended to inform the general public, educators, policymakers, and others about what students are expected to know and be able to do in science as part of The Nation's Report Card, a program of the U.S. Department of Education (ED) that reports on NAEP findings. NAEP produces comparative student achievement results according to demographic factors such as gender, race/ethnicity, and geographic region. Results are also provided in terms of student, teacher, and school background variables related to science achievement. Taken together, this information from NAEP helps the general public, educators, and policymakers make informed decisions about education. The framework describes the science content and science practices that form the basis for the NAEP Science Assessment. It also discusses item distribution and types of items, as well as draft achievement levels. Finally, it recommends several small-scale, special studies to be considered in conjunction with the science assessments. [For the abridged report, &quot;2015 Abridged Science Framework,&quot; see ED604321.]
2015 Abridged Science Framework
Author: National Assessment Governing Board
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Scientific Literacy,Elementary Secondary Education,Student Evaluation,Equal Education,Grade 4,Grade 8,Grade 12,Science Achievement,National Standards,Elementary School Science,Secondary School Science,Physical Sciences,Biological Sciences,Earth Science,Space Sciences,Scientific Concepts,Science Process Skills,Scientific Principles,Inquiry,Curriculum Design,STEM Education,Standardized Tests,Benchmarking

This is an abridged version of the &quot;Science Framework for the 2015 National Assessment of Educational Progress.&quot; The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The framework reflects the nature and practice of science and represents a unique opportunity to build on developments in science standards, assessments, and research. In addition, the framework presents the content to be assessed as well as the conceptual base for the assessment. The science assessment measures achievement on national, regional, state, and subgroup levels, but it is not designed to report the performance of individual students or schools. NAEP results help educators, policymakers, and the public understand strengths and weaknesses in student performance and make informed decisions about education. [For the full report, &quot;Science Framework for the 2015 National Assessment of Educational Progress,&quot; see ED604320.]
The Mediating Effect of Organizational Commitment between Mobbing and Turnover Intention: An Application on Physical Education and Sports Teachers
Author: Güllü, Sevim
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Athletics,Labor Turnover,Intention,Teacher Attitudes,Bullying,Teaching Conditions,Teacher Persistence,Teacher Characteristics

The aim of this study is to examine the mediating effect of organizational commitment between mobbing and turnover intention, on physical education and sports teachers. The study included 117 physical education and sports teachers. As the measurement tool, the mobbing scale developed by Yildiz (2019), the organizational commitment scale developed by Allen and Meyer (1990), and the turnover intention scale developed by Landau and Hammer (1986) were used. As a result of the analysis, while mobbing affects organizational commitment significantly and negatively, it has affected turnover intention significantly and positively. It was also observed that organizational commitment has a partial mediating effect between mobbing and turnover intention.
Foreign Language Anxiety and English Language Achievement in Higher Education: The Mediating Role of Student Engagement
Author: Oruç, Eylem
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Preparation,Anxiety,Correlation,Learner Engagement,College Students,Foreign Countries,Measures (Individuals),Communication (Thought Transfer),Likert Scales,Factor Analysis,Structural Equation Models,Goodness of Fit

The study aims to examine the mediating role of engagement in the relationship between foreign language anxiety and English language achievement. The research design of the study is prediction research design. The participants consisted of 605 English preparatory class students at Foreign Languages Department at university level. Path analysis was used to analyse the data. The results show that student engagement mediated the relationship between foreign language anxiety and English language achievement. It was concluded that when engagement predicted English language achievement, the effect of foreign language anxiety on English language achievement partially disappeared. It means that the effect of foreign language anxiety on the English language achievement is not able to predict solely by engagement in EFL classroom. Therefore, other mediator variables can be investigated in the relationship between foreign language anxiety and English language achievement.
Filipino to English Transfer Errors in Writing among College Students: Implications for the Senior High School English Curriculum
Author: Tanpoco, Manuel R.
Date: 2019-12-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Error Patterns,Writing (Composition),Grammar,Interference (Language),College Freshmen,Tagalog,Allied Health Occupations Education,Foreign Countries,Student Characteristics,Second Language Learning,English Instruction,English (Second Language)

Language transfer is an invasive term that has led to varied interpretations and research practices of it. This paper attempted to find out interlanguage transfer errors evident in the written outputs of CEU's three bigger schools/colleges and their implications to the new educational program of the Philippines, the Senior High School of the K to 12. Oral communication makes sense in a dialogue; it is a back and forth negotiation of meanings between the communicators. On the other hand, written communication is read; therefore, misinterpretations of the meanings of the message being transferred are unavoidable and sometimes worsened (Penman, 1998). This paved a way for the researcher to explore lapses in students' written discourse, particularly, those which are transferred from L1 to L2. This study determined the types and extent of transfer errors in the written compositions of the student-respondents through Error Analysis (EA) and was found out to have been contaminated with errors in grammar, lexical choice, semantics and mechanics. Grammatical errors were found to be most prevalent especially in verb, pronoun and preposition usage; the other types of transfer errors such as lexical, semantics, and mechanics do not show much problem; students enrolled in different programs showed varying language needs as revealed by the type and extent of occurrence of transfer errors in their written compositions. Through the findings and conclusions drawn from this study, the researcher recommends that curriculum planners of the K to 12 program consider the implications yielded by the result of analysis of this study in their preparation/ revision of the basic education curriculum for the Senior High School. Furthermore, the researcher encourages the basic education teachers and college instructors of English to intensify the teaching of grammar, reading comprehension to reconcile meanings and enrich vocabulary loading, and improve spelling to avoid recurring transfer errors among their students' written outputs.
A Statistical Profile of New York&apos;s K-12 Educational Sector: Race, Income, and Religion
Author: Domanico, Ray
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Race,Religion,School Demography,Public Schools,Private Schools,Enrollment Trends,Catholics,Jews,Minority Group Students,African American Students,Charter Schools,Low Income Students,Public Policy,Racial Distribution,White Students,Asian American Students,Hispanic American Students,Family Income

Public controversies about education in New York typically leave out discussion about the private--religious and independent--schools that educate nearly 20% of students in New York City and more than 10% of students in the rest of the state. This report uses publicly available data from the New York State Education Department and the U.S. Census Bureau to describe the importance of these schools to the overall educational enterprise of the city and state. Four themes emerge from the data presented in this brief: (1) Demographic change; (2) New York City is more diverse than its public schools; (3) Private schools defy generalization; and (4) Not all public schools serve heterogeneous populations.
How to Make College Degrees Consumer-Friendly. Solutions from beyond the Beltway
Author: Salerno, Carlo
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Consumer Economics,Paying for College,Educational Finance,Debt (Financial),Educational Attainment,Educational Change,Student Financial Aid,College Students,Money Management

Investing in postsecondary education ought to be as clear and transparent as any other purchase, including clear pricing up-front that allows consumers to make well-founded school, degree, and borrowing choices that fit their personal circumstances, talents, and ambitions. Yet that is not how college financing works today. Instead, students and families coming into the process have little knowledge of the total amount that they will have to spend. Furthermore, the information that they do have about costs and options for payment are presented in a way that is difficult to understand when trying to budget effectively. Too often, the end result of the complicated way people must shop for and obtain postsecondary education is debt without a degree. This report lays out three solutions that can greatly improve consumers' abilities to make the kinds of thoughtful choices that lead to higher levels of overall student financial success: (1) give students a single, up-front, total price for their degree; (2) separate out, and separately finance, cost-of-living and direct training expenses; and (3) repackage college comparison data in ways that consumers are more likely to understand, and then leverage it. Some of these reforms can be implemented today by colleges, universities, and the federal government; others will require policy action.
ASU Preparatory Academy i3 Final Evaluation Report
Author: Swail, Watson Scott
Date: 2019-04-30
Type: Reports - Evaluative
Subjects: Educational Innovation,Elementary Secondary Education,Grants,Program Effectiveness,Reading Achievement,Mathematics Achievement,Science Achievement,Achievement Gains,Program Implementation,Fidelity,Graduation Rate,High School Graduates,Grade 3,Grade 4,Grade 7,Grade 8,Postsecondary Education,College Readiness,College Attendance,Enrollment,Faculty Development,Family Involvement,Instruction,At Risk Students,Poverty,Hispanic American Students,Career Readiness,Technology Integration

In 2013, the Arizona State University (ASU) Preparatory Academy (ASU Prep) was awarded an Investing in Innovation (i3) Grant through the U.S. Department of Education. The district applied with an ambitious grant designed to innovate programming for a total of six schools: two elementary (one Kindergarten through grade 5; one Kindergarten through grade 6), two middle (one grades 6 through 8; one grades 7 through 8), and two high schools (grades 9 through 12). In 2014, ASU Prep contracted with the Educational Policy Institute (EPI) to be the external evaluator of the grant through the programming cycle. This report represents the final report for this grant and provides data from SY14-15 to SY17-18. Included in this report are the final results for the fidelity of implementation and a descriptive analysis of the impact data. As a requirement of this grant, EPI assesses the level of fidelity achieved by ASU for the five years of the grant. All project data were collected by ASU and provided to EPI for analysis. EPI collected additional comparative data from the Arizona Department of Education. This report was due to include an exploratory analysis comparing the achievement of the treatment to comparison cohorts using statewide assessment data. However, the Arizona Department of Education refused to release comparison school data. Thus, these comparisons could not be made. Instead, descriptive data on the treatment cohorts are included. Key findings include the following: The percentage of ASU Prep students in grades 3 and 4 who scored proficient in: (1) Reading increased from 45 percent (SY14-15) to 62 percent (SY17-18); (2) Mathematics increased from 48 percent (SY14-15) to 60 percent (SY17-18); (3) Science remained steady at 66 percent (SY14-15 and SY17-18); and (4) The percentage of ASU Prep students in grades 7 and 8 who scored proficient in: (1) Reading increased from 42 percent (SY14-15) to 47 percent (SY17-18); (2) Mathematics remained steady at 40 percent (SY14-15 and SY17-18); and (4) Science increased from 49 percent (SY14-15) to 52 percent (SY17-18). [This report was prepared for ASU Preparatory Academy.]
Catholic on the Inside: Putting Values Back at the Center of Education Reform
Author: Porter-Magee, Kathleen
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Catholic Schools,Catholic Educators,Moral Values,Educational Change,Enrollment Trends,Hidden Curriculum,Academic Achievement,Equal Education,Values Education,Charter Schools,Christianity

Much of the public discussion of Catholic schools has focused on their students' performance but ignores the values that have always supported them. Thirty-five years ago, the experiences and successes of Catholic schools in low-income American communities began to inform a significant part of what came to be called the school reform movement. The success that Catholic schools were attaining with low-income children of color made clear that success was possible in these communities and that schools could make a difference. Whether the higher academic outcomes of Catholic school students, on average, were the result of self-selection or an actual school effect, has long been argued. But Catholic schools were never focused solely, or even primarily, on achieving better measurable results than the public schools surrounding them. That role was thrust upon them as the researchers and others concerned with the low performance of traditional public schools looked to Catholic schools as a possible model for larger reform efforts. Of course, test scores and graduation rates mattered then, and they continue to matter today, but Catholic schools have always served a larger purpose. The motivation for this report is to shed light on that larger purpose in the context of school reform today.
Charter Schools in Newark: The Effect on Student Test Scores
Author: Winters, Marcus A.
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Charter Schools,Urban Schools,Scores,Standardized Tests,School Effectiveness,Achievement Gains,Mathematics Achievement,Reading Achievement,Student Placement

This report estimates the effect of enrolling in a charter school on student standardized test scores in Newark, New Jersey. The results indicate that attending a Newark charter school that participated in the city's common enrollment system leads to large improvements in math and reading scores, and the effect is especially large for students who attend a charter school run by either the Knowledge Is Power Program (KIPP) or Uncommon public schools networks. The analysis is based on data from the first two years of the city's common enrollment system, which uses the deferred acceptance (DA) mechanism to assign students to all traditional public and magnet schools, as well as most charters. Major findings include: (1) Enrollment in a Newark charter school that participated in the common enrollment system leads to large improvements in math and English language arts (ELA) test scores, on average; (2) There are potential differences in the effect of enrolling in a charter school by student subgroup, such as race, gender, or qualification for free lunch. However, due to the smaller sample sizes, these models are estimated too imprecisely to detect such differences as statistically significant; and (3) Students who enrolled in a charter school operated by either the KIPP or Uncommon national charter school networks experienced especially large effects. When considered as a group, participating charter schools operated by other entities produce some gains, though of a smaller magnitude.
NYC Student Achievement: What State and National Test Scores Reveal
Author: Domanico, Ray
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Academic Achievement,National Competency Tests,State Standards,Standardized Tests,Achievement Gap,Public Schools,Charter Schools,African American Students,Hispanic American Students,White Students,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Asian American Students,Language Arts,Racial Differences,Counties,Regional Characteristics

This report examines and explains the most recent achievement results for New York City and New York State students in district and charter schools, and to put New York City's achievement levels in context. The New York City public school system is the largest in the country, with more than 1 million students in grades prekindergarten through 12 in more than 1,600 schools. An additional 120,000 students attend 260 publicly financed charter schools within the city. The purpose of this brief is to describe how the city's schools stack up against those in the rest of the state and in the nation.
School Connectedness and Child Anxiety
Author: Pikulski, Paige J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Anxiety,Student School Relationship,Educational Environment,Age Differences,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Parent Background,Educational Attainment,Comorbidity,Emotional Disturbances,Mental Disorders,Elementary Secondary Education

Poor school connectedness (SC), defined as students' feelings of belonging, safety, and fairness at school, is a risk factor for negative psychosocial outcomes. Few studies have examined the specific relationship between SC and anxiety. This study examined the relation between SC and anxiety within a group of 114 clinically anxious youth (mean age =10.82; SD = 2.93; 48.2% female; 70.2% White, non-Hispanic); age differences were also examined. Results indicated that SC was significantly negatively associated with age but unrelated to gender, race/ethnicity, socio-economic status, parent education, or presence of a comorbid disorder. Findings generally revealed that low SC was associated with greater total and domain specific anxiety. SC may play a unique role in the maintenance of global and domain specific anxiety symptoms. [This is the online version of an article published in &quot;Journal of Psychologists and Counsellors in Schools.&quot;]