ethanporcaro/eric-fulltext-meta huggingface dataset:
Center for Collegiate Mental Health (CCMH) 2010 Annual Report. Publication No. STA 11-000
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Mental Health,Mental Health Programs,Annual Reports,Institutional Characteristics,Psychotherapy,Scientific Research,Racial Distribution,Ethnicity,Sexual Orientation,Counseling Services,Psychological Needs,Sexual Abuse,Beliefs,Severity (of Disability),Incidence,Trauma,Student Personnel Services

With nearly six years of effort, the work of hundreds of institutions, hundreds of counseling center staff members, a dedicated advisory board, and a committed group of students and faculty at Penn State University, CCMH has realized some important goals. The movement towards an &quot;Annual Report&quot; reflects commitment to offering an annual update of progress, findings, and news. This report provides a birds-eye view for a variety of recent findings from the research team. More details on many of these findings can be found in the &quot;Recent Publications&quot; listed in this report. [This report was made possible by: Collaborative efforts of over 160 university and college counseling centers; Titanium Software, Inc.; Association for University and College Counseling Center Directors (AUCCCD); and Penn State University's Division of Student Affairs.]
Center for Collegiate Mental Health (CCMH) 2011 Annual Report. Publication No. STA 12-59
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Annual Reports,Mental Health,Mental Health Programs,Statistical Data,Statistical Distributions,Counselors,Institutional Characteristics,Demography,Psychological Testing,Student Personnel Services,Clearinghouses

This report summarizes the &quot;first academic year of data (2010- 2011) pooled through a new international data infrastructure. When reading this report, please keep the following points in mind: (1) This data set describes college students seeking treatment in 97 counseling centers; (2) For a comparative data-set on the general college student population, please see the CCMH/NASPA Assessment Consortium Study in 2010; (3) Each counseling center had Institutional Review Board (IRB) approval to contribute data; (4) Because data is gathered as part of routine clinical practice, these numbers essentially represent the population of students seeking services at participating institutions; and (5) The actual number of clients may vary by question because counseling centers vary in the questions they ask. [This report was made possible by: Collaborative efforts of over 170 university and college counseling centers; Association for University and College Counseling Center Directors (AUCCCD); Titanium Software, Inc.; Ittleson Foundation; NASPA (Student Affairs Administrators in Higher Education); College Mental Health Program at McLean Hospital, a Harvard Medical School Affiliate; American College Counseling Association (ACCA); American College Personnel Association (ACPA); Commission for Counseling and Psychological Services (CCAPS); and Penn State University's Division of Student Affairs. For the report from the previous year, &quot;Center for Collegiate Mental Health (CCMH) 2010 Annual Report. Publication No. STA 11-000,&quot; see ED572788.]
Mapping Students' Spoken Conceptions of Equality
Author: Anakin, Megan
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Arithmetic,Problem Solving,Concept Mapping,Mathematical Concepts,Mathematical Logic,Speech Communication,College Mathematics,Concept Formation,Demonstrations (Educational)

This study expands contemporary theorising about students' conceptions of equality. A nationally representative sample of New Zealand students' were asked to provide a spoken numerical response and an explanation as they solved an arithmetic additive missing number problem. Students' responses were conceptualised as acts of communication and analysed according to their mathematical structure. Specifically, students' spoken explanations were parsed and mapped using the properties of equality. These maps were classified according to their correspondence to the mathematical structure of the given problem. Students gave four different numerical responses and their explanations were interpreted as seven different conceptions of equality. These findings indicate that students' conceptions of equality are more diverse and complex than previous accounts suggest.
Integrating iPads into Primary Mathematics Pedagogies: An Exploration of Two Teachers' Experiences
Author: Attard, Catherine
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Integration,Handheld Devices,Elementary School Mathematics,Mathematics Instruction,Teaching Methods,Educational Practices,Faculty Development,Technological Literacy,Pedagogical Content Knowledge,Teacher Competencies,Qualitative Research,Foreign Countries,Case Studies,Interviews

Many primary schools in Australia are investing substantial funds introducing mobile technologies such as iPads to enhance teaching and learning. However, when new technologies are first introduced, teachers are often expected to integrate them into their practices without the support of appropriate professional development. This paper reports on a recent qualitative multiple case study that explored the pedagogical practices implemented by four primary teachers during the first six months of iPad use. Results of the study highlighted that although the iPads do have the potential to enhance teaching and learning of primary mathematics, appropriate professional development that addresses all aspects of technological and pedagogical content knowledge is required to ensure successful integration of new technologies into current teaching practices.
Respectful and Responsive Pedagogies for Mathematics and Statistics
Author: Averill, Robin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Statistics,Culturally Relevant Education,Interviews,Lesson Plans,Video Technology,Secondary School Students,Secondary School Teachers,Teacher Student Relationship,Teacher Behavior,Teaching Models,Educational Practices,Listening,Scaffolding (Teaching Technique),Decision Making,Foreign Countries

Teacher respect, important within culturally responsive practice, has seldom been explored in relation to mathematical pedagogy. Our study involving interviews, surveys, and lesson videos with Year 12 and 13 New Zealand mathematics students and teachers indicated specific pedagogical behaviours are important for demonstrating respect for students and their learning. Respectful teachers provide opportunities for mathematical decision-making, follow chains of reasoning with individuals, and sensitively guide next learning steps. Implications for practice include knowing individuals' learning needs and prioritising one-to-one interactions.
Technology Prompts New Understandings: The Case of Equality
Author: Bardini, Caroline
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Technology Uses in Education,Case Studies,Epistemology,Symbols (Mathematics),Signs,Conventional Instruction,Intermode Differences,Educational History,Equations (Mathematics),Problem Solving

Changes to students' understanding of mathematical notation may be brought about by using technology within mathematics. Taking equality as a case study, the paper provides brief epistemological, historical, didactical, and computational reviews of its symbolic representation in pen-and-paper and technology-assisted mathematics, most especially in CAS. A multiplicity of special technology signs convey specific aspects of the broad meaning of the pen-and-paper sign. This provides a basis for new investigations into the effect on understanding of students' doing mathematics with technology.
Teacher Identity and Numeracy: Developing an Analytic Lens for Understanding Numeracy Teacher Identity
Author: Bennison, Anne
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Literature Reviews,Professional Identity,Numeracy,Mathematics Teachers,Mathematics Instruction,Foreign Countries,Mathematics Skills,Knowledge Base for Teaching,Affective Behavior,Social Influences

This paper reviews recent literature on teacher identity in order to propose an operational framework that can be used to investigate the formation and development of numeracy teacher identities. The proposed framework is based on Van Zoest and Bohl's (2005) framework for mathematics teacher identity with a focus on those characteristics thought to be particularly important for numeracy teacher identity.
Teaching Roles in Technology-Rich Teaching and Learning Environments (TRTLE's)
Author: Brown, Jill
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Mathematics,Mathematics Instruction,Mathematics Teachers,Secondary School Teachers,Foreign Countries,Educational Technology,Technology Uses in Education,Qualitative Research,Inquiry,Observation,Learning Activities,Video Technology,Audio Equipment,Mathematics Skills,Teaching Methods,Teacher Role,Grounded Theory

This paper reports part of a study of secondary mathematics teachers in &quot;Technology-Rich Teaching and Learning Environment&quot; (TRTLE's). Three TRTLE's, two year 11 and one year nine class and their teachers were the focus of the study. Seven &quot;Teaching Roles&quot; were identified as teachers acted to allow students to perceive and enact affordances of TRTLE's appropriate to the learning of functions. Each role is important in allowing future independent perception and enactment of affordances by students.
Use of Learning Trajectories to Examine Pre-Service Teachers' Mathematics Knowledge for Teaching Area and Perimeter: Emerging Issues
Author: Butterfield, Barbara
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics,Mathematics Instruction,Foreign Countries,Mathematical Concepts,Mathematics Teachers,Mathematics Achievement,Pedagogical Content Knowledge,Teacher Education,Research Design,Teacher Education Programs

A current concern is student learning outcomes and these are largely a function of teachers' knowledge and their practice. This position paper is premised on the notion that certain knowledge is required for the teaching of mathematics. An exploration of literature demonstrates that such professional knowledge development can be supported by Learning Trajectories (LT). We propose to use LT as theoretical lens to examine pre-service teachers' Content and Pedagogical Content knowledge and advance a research design.
Gender Differences in Children's Mathematics Achievement: Perspectives from the Longitudinal Study of Australian Children
Author: Carmichael, Colin
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,Mathematics Achievement,Longitudinal Studies,Foreign Countries,Elementary School Students,Rating Scales,Teacher Attitudes,Mathematics Skills,Test Items,Test Bias

With reports of declining enrolments in mathematics related degrees and low female participation rates in these degrees, the issue of gender differences in mathematics remains relevant. Results of recent studies suggest gender differences in mathematics are nuanced and that small differences in the early years can manifest as larger differences in later years. This study explores differences in teachers' ratings of children's achievement across a number of mathematical content domains. It is based on observations from the K-cohort of the Longitudinal Study of Australian Children in 2006, when the children were aged between six and seven, and in 2008, when they were aged between eight and nine. Gender differences in achievement are analysed using the Mantel-Haenszel procedure associated with the implementation of the Rasch model. Results indicate that teachers rate girls higher on tasks related to data, whereas they rate boys higher on tasks related to place-value and computation. Implications of these findings are discussed. [This study was funded as part of the Australian Government's Stronger Families and Communities Strategy by the Australian Government Department of Housing, Families, Community Services and Indigenous Affairs (FaHCSIA).]
Relationship between Mathematics Anxiety and Attitude towards Mathematics among Indian Students
Author: Chaman, Mini
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Anxiety,Correlation,Student Attitudes,Secondary School Students,Private Schools,Gender Differences,Age Differences,Foreign Countries,Hypothesis Testing,Structural Equation Models,Student Surveys,Attitude Measures,Mathematics

The purpose of the study was to investigate relationship between mathematics anxiety and attitude towards mathematics among secondary school students in South India. Data were collected from 112 secondary school students in a private school. Demographic information such as gender and age of the students were also collected. Structural equation modelling was used to test the hypothesised relationships between mathematics anxiety and attitude to mathematics variables. Independent-samples t-tests were used to examine the differences in the measured variables based on gender and age.
Using Photographs and Diagrams to Test Young Children's Mass Thinking
Author: Cheeseman, Jill
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Photography,Teaching Methods,Elementary School Students,Young Children,Evaluation Methods,Cognitive Processes,Mathematics Tests,Measurement,Mathematical Logic,Foreign Countries

This paper reports the results of a pencil-and-paper test developed to assess young children's understanding of mass measurement. The innovative element of the test was its use of photographs. We found many children of the 295 6-8 year-old children tested could &quot;read&quot; the photographs and diagrams and recognise the images as representations of their classroom experiences. While the test had its limitations, it also required explanation, deductive reasoning, and justification of thinking through the open response questions. We have demonstrated that it is possible to develop pencil-and-paper tests that use photographs and diagrams to closely connect written assessment to classroom experiences of young children. Such assessment tools can reveal a range of children's thinking and can be a useful addition to the various authentic assessment practices.
Teachers' Views of the Challenging Elements of a Task
Author: Cheeseman, Jill
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Foreign Countries,Teaching Methods,Assignments,Persistence,Observation,Difficulty Level,Mathematical Logic,Sequential Learning,Mathematical Concepts,Thinking Skills

The findings discussed here are a small part of a larger study entitled, &quot;Encouraging Persistence Maintaining Challenge&quot;. The paper reports five teachers' observations of the implementation of a task which was new to them. The teachers were asked to identify aspects of the task which they perceived as challenging for the Year 6 students. The teachers' responses are discussed using a framework of features of challenging tasks proposed by Sullivan et al. (2011). The findings show that teachers identified the challenges involved as demanding mathematical reasoning, interpreting complex mathematics and in expecting students to create their own solution pathways.
Posing Problems to Understand Children's Learning of Fractions
Author: Cheng, Lu Pien
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Mathematics Instruction,Problem Solving,Teaching Methods,Mathematical Concepts,Concept Formation,Qualitative Research,Elementary Education,Word Problems (Mathematics)

In this study, ways in which problem posing activities aid our understanding of children's learning of addition of unlike fractions and product of proper fractions was examined. In particular, how a simple problem posing activity helps teachers take a second, deeper look at children's understanding of fraction concepts will be discussed. The problems posed by the students were explored and insights into the students' understanding of fractions were identified.
Educating Boris: An Examination of Pedagogical Content Knowledge for Mathematics Teacher Educators
Author: Chick, Helen
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Teacher Competencies,Mathematics Teachers,Teacher Educators,Knowledge Base for Teaching,Secondary School Mathematics,Group Discussion,Computer Mediated Communication,Educational Technology,Online Courses,Misconceptions,Preservice Teachers,Foreign Countries

This paper presents a framework for examining the Pedagogical Content Knowledge (PCK) required of mathematics teacher &quot;educators&quot; as they endeavour to build the PCK for teaching mathematics that is required of the pre-service teachers with whom they work. The framework builds on existing research into PCK, and provides a series of filters through which to examine the complexity of the work of teacher education. The usefulness of the framework is trialled by using it to study the PCK used by the first author in working with pre-service teachers to build understanding about ways of interacting with students. [This study was supported by a University of Tasmania Teaching Development Grant, and built on the Australian Learning and Teaching Council Priority Projects grant number PP10-1638. Rosemary Callingham, Tracey Muir, and Robyn Reaburn also contributed to the development of the framework.]
Translating between and Within Representations: Mathematics as Lived Experiences and Interactions
Author: Chigeza, Philemon
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Foreign Countries,Mathematical Concepts,Mathematics Instruction,Equations (Mathematics),Symbols (Mathematics),Elementary School Mathematics,Problem Solving

Students develop understanding of mathematics when they translate between and within different mathematical representations. This paper explores a student-generated story and content descriptors from the Australian Curriculum: Mathematics to highlight how primary school students can represent mathematical concepts through exploring the links between everyday physical objects, pictures, oral/written language, models and mathematical symbols. This active experience enhances the students' capacity to represent mathematical concepts and ideas, symbolise these, and eventually learn to abstract and generalise.
A Profile of the Enrollment Patterns and Demographic Characteristics of Undergraduates at For-Profit Institutions. Stats in Brief. NCES 2017-416
Author: Arbeit, Caren A.
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Enrollment Rate,Demography,Student Characteristics,Private Colleges,Proprietary Schools,Postsecondary Education,Comparative Analysis,Statistical Data,Intellectual Disciplines,Majors (Students),Family Characteristics,High School Graduates,Student Employment,Student Financial Aid,Enrollment Trends,Educational Trends

In 2012, more than 13 percent of undergraduates attended for-profit postsecondary institutions, up from 9 percent in 2009. The rapid growth of the for-profit sector has renewed public scrutiny and concern about the historically poor labor market outcomes of students at many of these institutions and the amount of debt students in these institutions often take on. Given the growth in enrollment and public interest in for-profit postsecondary institutions, it is important to examine the current composition and profile of students attending these institutions compared with their counterparts enrolled in public and private nonprofit institutions. This Statistics in Brief provides extensive detail on the enrollment and demographic characteristics of students attending for-profit institutions. It compares students across different for-profit institution levels (e.g., 2-year vs. 4-year) and compares for-profit students with those enrolled in public and nonprofit institutions. The following are appended: (1) Data Tables; and (2) Standard Error Tables.
Graduation Rates for Selected Cohorts, 2007-12; Student Financial Aid, Academic Year 2014-15; and Admissions in Postsecondary Institutions, Fall 2015. First Look (Provisional Data). NCES 2017-084
Author: Ginder, Scott A.
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Undergraduate Students,Graduation Rate,Cohort Analysis,Student Financial Aid,College Admission,Postsecondary Education,Data Collection,Statistical Data,Surveys,Student Characteristics,Institutional Characteristics,Tuition

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the provisional data for four of the five survey components of the IPEDS winter 2015-16 data collection: (1) &quot;Graduation Rates&quot; (GR); (2) &quot;200 Percent Graduation Rates&quot; (GR200); (3) &quot;Student Financial Aid&quot; (SFA); and (4) &quot;Admissions&quot; (ADM). GR and GR200 present graduation rates for selected cohorts within 100, 150, and 200 percent of normal program completion time (e.g., &quot;normal&quot; program completion time for a bachelor's degree would be 4 years). SFA collects the number of undergraduate students awarded aid, as well as the amount of the aid awarded to those students. ADM collects information about the undergraduate selection process for entering first-time degree/certificate-seeking undergraduate students. Data for these components were collected through the IPEDS web-based data collection system. Though fielded during the same collection period, each survey component collected data on different groups of individuals (e.g., cohorts starting at a specific time). A brief summary of the winter 2015-16 survey components is included in this report. The purpose of this report is to introduce new data through tables containing descriptive information. The following are appended: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms.
When Practice Doesn't Lead to Retrieval: An Analysis of Children's Errors with Simple Addition
Author: de Villiers, Celéste
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Addition,Mathematics Instruction,Mathematics Skills,Computation,Foreign Countries,Error Patterns,Grade 2,Elementary School Mathematics,Elementary School Students,Elementary School Teachers,Mathematics Teachers,Mathematics Achievement,Low Achievement,Problem Solving,Standardized Tests,Mathematics Tests

Counting strategies initially used by young children to perform simple addition are often replaced by more efficient counting strategies, decomposition strategies and rule-based strategies until most answers are encoded in memory and can be directly retrieved. Practice is thought to be the key to developing fluent retrieval of addition facts. This study examines the errors made by five children in Year 3 as they perform simple addition and illustrates why practice does not assist all children to develop retrieval strategies.
Guided Inquiry as a Model for Curricular Resources in Mathematics
Author: Debritz, Christine
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Curriculum,Mathematics Instruction,Foreign Countries,Mathematics Teachers,Summative Evaluation,Grade 8,Research Projects

Research and the Australian Curriculum both indicate the importance of teaching students to apply their mathematical knowledge to real world problems. When developing curriculum resources for Queensland state school teachers from Prep to Year 9, the Department's mathematics team identified the significance of embedding the inquiry process in these materials. The aim of this paper is to describe the model that evolved and the adaptations of inquiry method, necessary to produce materials suitable for state-wide use.