ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Young Students' Meta-Representational Competence through Integrated Mathematics and Science Investigations
Author: Mulligan, Joanne
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Interdisciplinary Approach,Science Instruction,Grade 1,Elementary School Students,Teaching Methods,Competence,Longitudinal Studies,Graphs,Foreign Countries,Males,Private Schools,Intelligence Tests,Verbal Ability,Vocabulary,Advanced Students,Models,Grade 2

This paper describes students' developing meta-representational competence, drawn from the second phase of a longitudinal study, &quot;Transforming Children's Mathematical and Scientific Development.&quot; A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students' interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning.
A Reflective Approach to NAPLAN: Exploring the Implications of Students' Responses to an &quot;Adding Fractions&quot; Item
Author: Morley, Patricia
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Addition,Fractions,Problem Solving,Numeracy,National Competency Tests,Test Items,Performance Factors,Error Patterns,Mathematics Tests,Mathematics Achievement,Mathematical Aptitude,Foreign Countries

Large-scale numeracy assessments are intended to facilitate the improvement of educational outcomes; however, it is not clear exactly how this is to be achieved. To move towards the goal of numeracy for all, it is necessary to systematically address issues that are known to be difficult, pervasive and persistent. This paper includes an analysis of an &quot;addition of fractions&quot; item from the Australian 2008 Year 7 NAPLAN assessment and draws insights that may be generalised to improve overall numeracy.
Research Guided Practice: Student Online Experiences during Mathematics Class in the Middle School
Author: Mojica-Casey, Maria
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Mathematics Instruction,Foreign Countries,Teaching Methods,Technology Uses in Education,Student Attitudes,Middle School Students,Mixed Methods Research,Qualitative Research,Focus Groups,Electronic Publishing,Web Sites

The approaches to new technologies available to schools, teachers and students largely concern computers and engagement. This requires adoption of alternate and new teaching practices to engage students in the teaching and learning process. This research integrates youth voice about the use of technology. A major motivation for this research is to increase understanding of student perceptions about their learning and interactions taking place during mathematics classes utilising ICT. The focal point is student experiences online as it applies to middle school aged youth (12-15 years old) and the constructs that inform student online experiences.
How Students Explain and Teachers Respond
Author: Drageset, Ove Gunnar
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Grade 5,Grade 6,Grade 7,Video Technology,Teacher Response,Foreign Countries,Knowledge Level,Elementary School Students,Elementary School Teachers

This article develops three different types of student explanations and studies how teachers respond to these. The data come from five classrooms at upper grade 5-7 (ages from eleven to thirteen) where all mathematics teaching for one week was filmed. These films were transcribed and student explanations identified. Through a close inspection of these, three categories of student explanations were developed. This enabled a closer study of how teachers respond. Typically, teachers respond by pointing out important details, by moving on without further comments, or by requesting students to provide more details.
A Primary Teacher's Developing Understanding of Mathematical Reasoning
Author: Loong, Esther Yook-Kin
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Mathematics,Mathematics Instruction,Mathematical Logic,Foreign Countries,Mathematics Teachers,Phenomenology,Case Studies,Grade 2,Grade 3,Elementary School Students,Elementary School Mathematics,Mathematical Concepts,Demonstrations (Educational)

To support teachers in their quest to incorporate reasoning as a mathematical proficiency as espoused in the Australian Curriculum: Mathematics, a professional learning research project using demonstration lessons was carried out. This paper reports on the impact of demonstration lessons on one participating teacher's pedagogical knowledge about reasoning. The growth in this teacher's knowledge was analysed using a phenomenographic framework established to evaluate teachers' development in mathematical reasoning. The results show that demonstration and subsequent trial lessons contributed to her growth.
Flipping the Classroom: A Case Study of a Mathematics Methods Class
Author: Muir, Tracey
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Mathematics Instruction,Methods Courses,Mathematics Teachers,Secondary School Mathematics,Teaching Methods,Technology Uses in Education,Video Technology,Homework,Grade 11,Foreign Countries,Pedagogical Content Knowledge,Technological Literacy,Educational Technology,Teacher Student Relationship,Teacher Attitudes,Tutorial Programs,Online Courses

The &quot;flipped classroom&quot; is gaining popularity in a number of settings, including secondary schools, reflecting a belief that the approach is more engaging and effective for students. This paper reports on a senior secondary mathematics class's experience with adopting a flipped classroom approach. The findings indicate that the teacher and students were positive about the practice and perceived it as being sustainable and transferable to other classes. The study has particular implications for senior secondary mathematics teachers who often find it challenging to cover the syllabus and prepare their students for externally imposed assessment tasks.
PPELEM: A &quot;Creative&quot; Interviewing Procedure for Gaining Insights into Teacher and Student Mathematics-Related Beliefs
Author: McDonough, Andrea
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Beliefs,Teacher Surveys,Student Surveys,Interviews,Questioning Techniques,Data Collection,Research Tools,Teacher Attitudes,Student Attitudes,Research Methodology,Creative Thinking,Mathematics Education,Elementary School Teachers,Elementary School Students

This paper draws on two studies, one conducted by each author, where procedures for gaining insights into people's beliefs about mathematics and learning were developed or adapted for use by the researcher. In this paper we discuss the use in each study of variations of the procedure called &quot;Pupil Perceptions of Effective Learning Environments in Mathematics&quot; (PPELEM). The paper demonstrates the flexibility of PPELEM as a data collection tool and shows that, even with a large age difference of respondents, the procedure can be used as a prompt for both adults and primary school children and provides insights into beliefs.
Connected Mathematics Project (CMP). What Works Clearinghouse Intervention Report. Updated
Author: Mathematica Policy Research, Inc.
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Mathematics Curriculum,Grade 6,Grade 7,Grade 8,Problem Based Learning,Inquiry,Active Learning,Educational Research,Mathematics Achievement,Instructional Effectiveness,Algebra,Middle School Students,Achievement Tests,Standardized Tests

&quot;Connected Mathematics Project&quot; (CMP) is a math curriculum for students in grades 6-8. It uses interactive problems and everyday situations to explore mathematical ideas, with a goal of fostering a problem-centered, inquiry-based learning environment. At each grade level, the curriculum covers numbers, algebra, geometry/measurement, probability, and statistics. The What Works Clearinghouse (WWC) identified two studies of CMP that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. No studies meet WWC group design standards without reservations; the two studies meet WWC group design standards with reservations. Together, these studies included 3,062 students in grades 6-8 in at least 23 schools in 10 locations. The WWC considers the extent of evidence for CMP on the mathematics achievement of students in primary mathematics courses to be medium to large for the mathematics achievement domain, the only domain examined for studies reviewed under the Primary Mathematics topic area. CMP was found to have no discernible effects on mathematics achievement for students in primary mathematics courses. Appended to this report are the following: (1) Research details for Cai et al. (2011) (see EJ938481) ; (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. End notes, Recommended Citation, WWC Rating Criteria, and a Glossary of terms are also provided.
Do Students Solve Graphic Tasks with Spatial Demands Differently in Digital Form?
Author: Lowrie, Tom
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Grade 6,Mathematics Skills,Spatial Ability,Educational Technology,Technology Uses in Education,Handheld Devices,Conventional Instruction,Comparative Analysis,Visual Perception,Problem Solving,Standardized Tests

This study compares Singaporean Grade 6 students' performance and strategy preference on two graphic-rich mathematics tasks, presented via pencil-and-paper and iPad modes. There were statistically significant differences between students' performances on the two tasks, one in favour of the paper mode and the other in favour of the iPad. Students who possessed higher spatial ability were more likely to solve the tasks correctly. The implications of the study are timely given the fact that high-stakes tests are likely to be presented in a digital form in coming years.
Why Lesson Study Works in Japan: A Cultural Perspective
Author: Ebaeguin, Marlon
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Communities of Practice,Cultural Influences,Asian Culture,Faculty Development,Inservice Teacher Education,Questionnaires,Junior High Schools,Secondary School Teachers,Values,Teacher Attitudes,Mathematics Instruction

Japanese lesson study has attracted many international educators who have been impressed by its capacity to foster student learning and sustained professional growth of teachers. This paper reports a study on its cultural orientations that may explain why lesson study works seamlessly in Japan. Hofstede's dimensions of national culture are utilised to identify and analyse cultural orientations that support key practices in Japanese lesson study and raise some questions about a simple transference model to other cultures.
Foundation Content Knowledge: Providing Support for Pre-Service Teachers
Author: Linsell, Chris
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Knowledge Level,Mathematics Instruction,Mathematics Teachers,Teaching Methods,Academic Support Services,Student Surveys,Peer Teaching,Mathematics Skills,Numeracy

This paper describes the assessment of primary pre-service teachers' mathematics content knowledge and the associated support services provided at the University of Otago during 2013. Most pre-service teachers believed that the results from the assessments accurately reflected their mathematics knowledge and gave them useful feedback about specific content knowledge. There was moderate take-up of the four types of support offered, with few making no use or minimal use and few making high use of the support services. Preservice teachers who had access to all four types of support believed that the face-to-face teaching by a mathematics lecturer and the HOTmaths website were very useful.
Developing a &quot;Conjecturing Atmosphere&quot; in the Classroom through Task Design and Enactment
Author: Hunter, Jodie
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Elementary School Mathematics,Classroom Environment,Classroom Techniques,Mathematics Activities,Teacher Role,Task Analysis,Video Technology,Faculty Development,Interviews,Curriculum Design,Pretests Posttests,Educational Change,Educational Practices,Foreign Countries,Observation

In recent years there has been an increased emphasis on algebraic reasoning in primary school classrooms. This includes introducing students to the mathematical practices of making conjectures, justifying and generalising. Drawing on findings from a classroom-based study, this paper explores one teacher's journey in shifting her task design and enactment to develop a &quot;conjecturing atmosphere&quot; in the classroom. The findings affirm the important role of the teacher in introducing mathematical practices. Careful task design and enactment, teacher questioning, and noticing and responding to student reasoning were important elements in facilitating conjecturing, justifying and generalising.
Perceptions of English Instructors and Learners about Corrective Feedback
Author: Harmandaoglu Baz, Esra
Date: 2016-00-00
Type: Journal Articles
Subjects: English Teachers,Teacher Attitudes,Feedback (Response),Student Attitudes,Second Language Instruction,Second Language Learning,English (Second Language),Instructional Effectiveness,Error Correction,Oral Language,Interviews,Preferences,Foreign Countries,Questionnaires,Likert Scales,Statistical Analysis

Corrective feedback has always been popular in English as a foreign language (EFL) settings and its effectiveness in language learning has been widely debated. An increasing number of second language acquisition studies (SLA) indicate that there is a dilemma in the effectiveness of corrective feedback in terms of EFL instructors' and learners' perceptions. Although the effectiveness of corrective feedback is a point at issue, there is not much research related to investigating instructors' and learner' perceptions. It is the aim of this study to examine the perceptions of instructors and learners about corrective feedback in learning English as a foreign language (EFL). The findings of the study show that the instructors and learners seem to have almost similar ideas about corrective feedback. However, the instructors and learners seem to have one contradicting perspective that is about oral error correction: the instructors do not seem to favor oral correction all the time, but the learners do. Furthermore, the interviews display that while the instructors prefer non-direct feedback, the learners prefer direct and explicit feedback. Language instructors need to know what their learners expect in corrective feedback and to form a common understanding with their learners for increasing the effectiveness of corrective feedback.
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2013-14 (Fiscal Year 2014). First Look. NCES 2016-303
Author: Cornman, Stephen Q.
Date: 2017-02-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Income,Expenditures,School Districts,Educational Finance,Geographic Location,State Aid,Federal Aid,Local Government,Expenditure per Student,Enrollment,Public Schools,Economic Factors,Charter Schools,Private Schools,Debt (Financial),Credit (Finance),Taxes

This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2014.1 Specifically, this report includes findings from the following types of school finance data: (1) Revenue and expenditure totals by state and the 100 largest LEAs; (2) LEA revenues by federal, state, and local revenues by source; (3) Expenditures by function and object totals by state; (4) Current expenditures per pupil by state and the 100 largest LEAs; (5) Interest on debt; and (6) Capital outlay. This report focuses on education revenues and expenditures at the school district level, in contrast to the First Look report entitled &quot;Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2013-14 (Fiscal Year 2014). First Look. NCES 2016-301&quot; (Cornman and Zhou, 2016) that contains national and state totals of revenues and expenditures (see ED569171). The following are appended: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; (3) Reference Table; and (4) Final Fiscal Year 2013 Tables.
Students' Satisfaction Levels of Turkish Teaching Program and Services Provided in This Program in Turkish Teaching Department at Cukurova University
Author: Kara, Ömer Tugrul
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Student Satisfaction,College Students,Preservice Teachers,Teacher Education Programs,Program Effectiveness,Student Surveys,College Faculty,Teacher Effectiveness,Educational Facilities,Services,Teaching Methods

Today, the perceptions and expectations of university students about the programs they attend are important when the aims of the universities are considered. In this sense, it is necessary for all the universities in Turkey to develop some plans by determining certain priorities which will satisfy university students and also take their expectations into consideration. It is possible to reach a required level of education by focusing on the subjects such as quality, satisfaction and performance. In this study, it was aimed to determine the satisfaction level of the students attending in Turkish Teaching Department at Çukurova University about the services, lessons and the instructors. This study was designed using a descriptive survey model. 106 teacher candidates in the 2nd, 3rd and 4th grades of Turkish Teaching Department at Çukurova University participated in the study. &quot;A Satisfaction Survey for Turkish Teaching Candidates&quot; was administered as data collection tool. Descriptive statistics were used in the analysis of the data. Satisfaction levels of the participants in Turkish Teaching program were examined in three dimensions in terms of teaching programs, lessons, lecturers, services and facilities. It was found that satisfaction levels of the students were, in general, low or medium. Considering the results of the study, the realities of the country and the students' expectations should be taken into consideration and emphasized while a teaching program is prepared. The results may contribute to the preparation of new Turkish Teaching programs and to the researchers who aim to conduct research about similar issues.
PROCSEE: Policy Challenges for Professional Higher Education in Central and South-Eastern Europe
Author: Policnik, Jasmina
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Policy,Higher Education,Professional Education,Best Practices,Educational Practices,Stakeholders,Program Implementation,Educational Change,Alignment (Education),Economic Development,Labor Market,Student Placement,Job Placement,Individualized Instruction,Strategic Planning,Research Methodology,Standards

PROCSEE is a policy-oriented project, aimed at strengthening the provision of professional higher education, by strengthening the policy-work conducted by umbrella organizations representing professional higher education institutions in Central and South-Eastern in Europe. Working together over three years, the project intends to: (1) identify the main challenges facing PHE in the region; (2) propose policy solutions to address those challenges in the short-to-midterm, through a mixture of good-practice identification and stakeholder consultation; and (3) bring together the main actors in PHE in each participating country, so as to build implementation roadmaps for the identified policy solutions The result of the first year of activities of the project, this document outlines the main challenges facing professional higher education in the CSEE region, with the aim of highlighting potential areas for reform in the next project phases. [A list of abbreviations is included.]
Higher Education and Happiness: The Perspectives of the Bible and Tao Te Ching
Author: Lee, Jeong-Kyu
Date: 2017-01-30
Type: Reports - Evaluative
Subjects: Higher Education,Psychological Patterns,Biblical Literature,Christianity,Buddhism,Religious Factors,Ethical Instruction,Cross Cultural Studies,Altruism,Life Style,Theories,Comparative Analysis,Proverbs,Foreign Countries

The purpose of this paper is to discuss the concepts and principles of happiness shown in the Bible and Tao Te Ching for implications in higher education. To review the paper systematically, three research questions are addressed. First, what are happiness concepts and principles in the Bible? Second, what are happiness concepts and principles in Tao Te Ching? Third, what are the implications of happiness concepts and principles for higher education in terms of moral education? The questions will be defended through a descriptive analysis, with a cross cultural approach. As for the limitations of the paper, happiness themes will be restricted to the Bible and to the Tao Te Ching. Particularly, in the Christian Bible, the Proverbs of Solomon and the Ecclesiastes (The Preacher) in the Old Testament will be analyzed. Higher education is mainly discussed in contemporary Korean higher education in the aspects of moral education. The findings of this paper are: First, the significant principles of happiness in the Proverbs and the Ecclesiastes are to fear God, to seek wisdom in God, and to enjoy your portion in this life in the Lord; Second, the core principles of happiness in Tao Te Ching are &quot;doing nothing&quot; and &quot;returning primordial nature or rustic life&quot; based on the Way (&quot;Tao&quot;) and virtue (&quot;Te&quot;); Third, both Christian and Taoist happiness theories stress altruistic common good and naturalistic life style. Thus, the happiness theories can be useful alternatives to rebuild moral education in current Korean higher education.