ethanporcaro/eric-fulltext-meta huggingface dataset:
All the Voices: Statewide Collaborations for School Leadership under ESSA
Author: Turnbull, Brenda J.
Date: 2022-09-00
Type: Reports - Research
Subjects: Educational Administration,Leadership,Elementary Secondary Education,Educational Legislation,Federal Legislation,Principals,Certification,Professional Development,Management Development,Communities of Practice,State Programs,Leadership Effectiveness,Capacity Building,Program Design,Program Implementation

In the ESSA Leadership Learning Community (ELLC), education agency leaders, community organization leaders, and others have together taken on challenges facing schools and school leaders in their states. They have produced advice to state agencies on policy design and rollout, for example on official definitions of equity, on requirements for principal certification, and on approaches to improvement for schools that are identified for low student achievement. They have created new programs of professional learning for school leaders and contributed to changes in existing programs of preparation and professional learning. They have produced materials for statewide use by community members and educators, focused on equity or on ways in which parents and communities can work with their schools. These practical results have emerged in 11 participating states, in each case because a team brought together different voices to articulate a shared vision and act on it. This report provides a look at the accomplishments of the teams and how the ELLC structure and resources contributed to them. It explores the ways in which teams influenced policies and practices related to equity-focused leadership and school improvement, and what factors made a difference.
Assessing Mathematical Competence through Challenging Tasks
Author: Hubbard, Jane
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Mathematics Instruction,Grading,Mathematics Tests,Coding,Futures (of Society),Foreign Countries,Elementary School Students,Grade 2,Catholic Schools,Difficulty Level,Test Items,Problem Solving,Rating Scales

Making accurate judgements and interpretations about student growth and progress in mathematics can be problematic when using open-ended assessments. This study reports on the development of a class-based assessment instrument and marking key designed to assess Year 2 students' mathematics competence to reflect their learning of mathematics through a challenging tasks approach. A qualitative coding process was undertaken to analyse the written responses of 59 Year 2 students resulting in the development of a 7-point marking key to identify levels of progress. The marking key proved effective in supporting the interpretation of the written responses and identifying future learning pathways.
Postvention as Prevention: Coping with Loss at School
Author: Khalid, Nikita
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Secondary Education,Trauma,Death,Grief,Coping,Interpersonal Relationship,Family Violence,Anxiety,Psychological Patterns,Depression (Psychology),Substance Abuse,Posttraumatic Stress Disorder,Suicide,Role Playing,Computer Simulation,Professional Development,Social Support Groups,Crisis Management,Planning,Program Effectiveness,Competence,Self Efficacy,Intervention,COVID-19,Pandemics

Many Pre-K through grade 12 (PK-12) students have experienced traumatic events throughout the pandemic in a myriad of ways including the death of family members and peers, loss of social interaction and increased violence at home. The consequences can be traumatic and manifest themselves in fear, anxiety, anger, isolation, and loneliness. Too often this leads to depression, anxiety, grief, substance use disorders, post-traumatic stress disorder, suicidal ideation and even suicides. This study assesses the impact of an innovative virtual human role-play simulation that prepares PK-12 educators, administrators, and school staff to respond to a student death in the school community by creating communities of support to help manage traumatic loss. The simulation addresses crisis response planning, postvention plans, and provides learners with role-play practice in using evidence-based motivational interviewing communication strategies in conversations with students and colleagues after the occurrence of a death. The sample consisted of educators and staff who were recruited from geographically dispersed areas across the US between January 2021 through December 2021. Matched sample t-tests and ANOVAs were used to assess quantitative data, and a qualitative analysis software, MAXQDA, was used to assess open-ended response data. Results show statistically significant increases in school personnel's preparedness and self-efficacy to recognize signs of trauma in their students and colleagues, and to approach them to talk about concerns and, if necessary, make a referral to support services. Simulations such as this hold tremendous potential in teaching educators how address trauma due to a student death.
Funding Non-Degree Workforce Programs at Community Colleges
Author: Archer-Rosenthal, Dana
Date: 2022-01-00
Type: Reports - Research
Subjects: Community Colleges,Credentials,Work Experience Programs,Noncredit Courses,Labor Force Development,Educational Finance

High-quality non-degree workforce programs at community colleges, including both credit-bearing and non-credit programs, play a crucial role in equipping low-income and marginalized workers and learners with the skills and credentials they need to secure quality jobs and careers in a variety of occupations. Financing these programs can be a challenge for many colleges. As part of its New Models for Career Preparation project, The Center on Education and Labor at New America (CELNA), with support from Lumina Foundation, commissioned Non-Profit Finance Fund to undertake a study examining innovative financing approaches. This report presents the findings from the study. [This report is a partnership with the Nonprofit Finance Fund (NFF).]
Analysis and Implementation of VR in the Biomedical Area Used by Preservice Secondary Science Teacher Involved in the Practicum Experience
Author: García, María Aguilar
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Preservice Teachers,Secondary School Teachers,Science Teachers,Biomedicine,High School Students,Anatomy,Foreign Countries,Nursing Education,Handheld Devices,Electronic Learning

Nowadays, Augmented and VR in teaching disciplines such as Human Anatomy has made it feasible to promote learning through a gamification process that allows the development of teaching-learning proposals that improve students' motivation significant learning and not merely memoirist. This new practice moves away from the traditional methods used in Human Anatomy subjects. This work shows the result of implementing a methodology based on Augmented and Virtual Reality (VR) in high school students within the subject of human anatomy. Specifically, this implementation was developed in students (n = 16), all of them belonging to a public education center. Moreover, they were involved in nursing care, primary nursing techniques. The results, derived from the analysis of the instrument used to assess their level of acceptance and their level of learning, showed a significant increase in both motivations for learning and the acquisition of knowledge in the area (significance * p &lt;0.001, ANOVA). Our study concludes that the use of Augmented and VR improves the learning and motivation of students in daily practice. [For the full proceedings, see ED623569.]
Building Understanding of Algebraic Symbols with an Online Card Game
Author: Sun, Jiqing
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Game Based Learning,Electronic Learning,Classroom Environment,Mathematical Concepts,Grade 7,Grade 5,Foreign Countries,Mathematics Instruction,Elementary School Students,Comprehension,Mathematical Formulas

The transition between arithmetic and algebraic thinking is challenging for students. One notable difficulty for students is understanding algebraic symbols--pronumerals. Researchers are exploring pedagogical approaches in seeking to address this issue. The current paper is contributing to this body of literature by illustrating how an online card matching game-based learning activity supports students' understanding of pronumerals.
Teachers&apos; Manual for Modern Science Series--Book III. Our Environment: How We Use and Control It
Author: Wood, George C.
Date: 1928-00-00
Type: Historical Materials
Subjects: Textbooks,Scientific Concepts,Science Education,Energy Education

This textbook is the teacher's manual for &quot;Modern Science Series--Book III. Our Environment: How We Use and Control It.&quot; It suggests a method of attack for each chapter, presents some details of the technique in the handling of demonstrations, suggested experiments, and special problems, and supplies answers to every important question in the text.
The Boys&apos; and Girls&apos; Readers: Primer
Author: Bolenius, Emma Miller
Date: 1923-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Grade 1,Picture Books

This textbook is a reading primer intended to appeal to children's immediate interest with stories of their daily activities--experiences of all children, both country-bred and city-bred. Intermingled with real-life selections are stories in cumulative folktale style, all keeping closely to children's speaking vocabulary. Illustrated pre-primer selections are included. The course is based upon the latest investigations in primary reading and the practice of the most successful primary teachers. All of the material has been subjected to the most rigid tests. It is, therefore, carefully adapted to first-grade children and to classroom requirements.
The Boys&apos; and Girls&apos; Readers: First Reader
Author: Bolenius, Emma Miller
Date: 1923-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Picture Books,Grade 1

This textbook is a first-year reader in a series of illustrated primary readers prepared by the same editor for the first, second, and third grades, leading up to the fourth, fifth, and sixth grade readers. The editor has made a careful study of the most authoritative and recent reports, investigations, courses of study, surveys, and other publications bearing on reading. Every lesson has been subjected to critical examination by successful primary teachers.
The Boys&apos; and Girls&apos; Readers: Second Reader
Author: Bolenius, Emma Miller
Date: 1923-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Picture Books,Grade 2

This textbook is a second-year reader in a series of illustrated primary readers prepared by the same editor for the first, second, and third grades, leading up to the fourth, fifth, and sixth grade readers. The editor has made a careful study of the most authoritative and recent reports, investigations, courses of study, surveys, and other publications bearing on reading. Every lesson has been subjected to critical examination by successful primary teachers. These Readers are designed for basal use. They provide for all forms of training in reading, including silent and oral reading, reference and sight reading, as well as intensive and interpretative reading. Moreover, the foundations for correct habits of study, which will bear fruit in all of the pupil's school work, and in his later mental development, are carefully laid. The keynote of the course is, &quot;Reading is Thinking.&quot; A guide for the teacher is included.
The Boys&apos; and Girls&apos; Readers: Third Reader
Author: Bolenius, Emma Miller
Date: 1923-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Picture Books,Grade 3

This textbook is a third-year reader in a series of illustrated primary readers prepared by the same editor for the first, second, and third grades, leading up to the fourth, fifth, and sixth grade readers. The editor has made a careful study of the most authoritative and recent reports, investigations, courses of study, surveys, and other publications bearing on reading. Every lesson has been subjected to critical examination by successful primary teachers. These Readers are designed for basal use. They provide for all forms of training in reading, including silent and oral reading, reference and sight reading, as well as intensive and interpretative reading. Moreover, the foundations for correct habits of study, which will bear fruit in all of the pupil's school work, and in his later mental development, are carefully laid. The keynote of the course is, &quot;Reading is Thinking.&quot; A guide for the teacher is included.
The Boys&apos; and Girls&apos; Readers: Fourth Reader
Author: Bolenius, Emma Miller
Date: 1919-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Reading Materials,Grade 4

This textbook is a fourth-year reader in a series of readers prepared for the fourth, fifth, and sixth grades, now recognized as the crucial years in gaining technique in silent reading. The series objective to direct silent reading, to motivate oral reading, to develop the reading habit, and to broaden the child's outlook on life. In their preparation the editor has been guided by her study of the most authoritative and up-to-date reports, investigations, courses of study, and surveys. In the Teachers' Manual which accompanies the series, she has worked out a methodology for silent reading.
Child-Library Readers: Book One. The Elson Extension Series
Author: Elson, William H.
Date: 1924-00-00
Type: Historical Materials
Subjects: Reading Instruction,Sustained Silent Reading,Textbooks,Elementary School Students,Reading Material Selection,Vocabulary Development,Readability,Student Interests

This textbook is the second book in part of a series of readers made for silent reading. A distinctive feature of this reader is the unique provision made for silent reading. The stories have been selected for their child-interest and wholesome ethical content. This book is based on the belief that what the child needs when they have gained control of 600 to 700 words in basal reading, is not primarily &quot;more&quot; words, but the wide use of this vocabulary in new and interesting associations, with only a minimum of new words to learn. In consequence, great care has been taken to make the text simple and easy to master.
Comparative Effectiveness of Example-Based Instruction and Van Hiele Teaching Phases on Mathematics Learning
Author: Adeniji, Saidat Morenike
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Effectiveness,Cognitive Processes,Difficulty Level,Theories,Constructivism (Learning),High School Students,Teaching Methods,Mathematics Instruction,Mathematics Achievement,Foreign Countries,Mathematics Education

This article explores the effectiveness of the pedagogical practices associated with the cognitive load theory and the van Hiele theory, which are two theories from cognitivism and constructivism perspectives, respectively. Following a quasi-experiment, the quantitative analysis of 157 high school students' responses to pre, post, and retention tests revealed that the students taught with the van Hiele teaching phases performed significantly better at the post and retention tests. While the cognitive load theory intervention bridges the gap between low and high ability students, the van Hiele teaching phases is beneficial to both low and high performing students. These results have implications for mathematics teaching practices and learning.
Considerations for Teaching with Multiple Methods: A Case Study of Missing-Value Problems in Proportionality
Author: Chin, Sze Looi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Secondary School Mathematics,Mathematics Instruction,Mathematics Teachers,Teacher Attitudes,Problem Solving,Multiplication,Mathematical Concepts,Efficiency

In this paper, we present a case study of a secondary mathematics teacher, Isaac (pseudonym), and his considerations for teaching with multiple methods for solving missing-value problems. While his students preferred methods that drew more closely on their intuitive understanding of proportionality, Isaac emphasised the algorithmic cross-multiplication method. Analysis of Isaac's introduction and use of the cross-multiplication method suggest his key considerations were linked demonstrating the efficiency of the cross-multiplication method, while also helping students to make making meaning from the cross-multiplication method.
Child-Library Readers: Book Two. The Elson Extension Series
Author: Elson, William H.
Date: 1925-00-00
Type: Historical Materials
Subjects: Reading Instruction,Sustained Silent Reading,Textbooks,Reading Material Selection,Vocabulary Development,Teaching Methods,Elementary School Students,Student Interests

This textbook is third in a series of readers and has unique provision made for silent reading. A distinctive feature of this Reader is the unique provision made for Silent Reading. As in the &quot;Child-Library Primer&quot; and &quot;Book One,&quot; (ED623655) the stories have been selected for their child-interest and wholesome ethical content. This book is based on the belief that what the child needs when they have gained control of 600 to 700 words in basal reading, is not primarily &quot;more&quot; words, but the wide use of this vocabulary in new and interesting associations, with only a minimum of new words to learn. In consequence, great care has been taken to make the text simple and easy to master.
Child-Library Readers: Book Three. The Elson Extension Series
Author: Elson, William H.
Date: 1925-00-00
Type: Historical Materials
Subjects: Grade 3,Elementary School Students,Literature,Literature Appreciation,Reading Instruction,Poetry,Textbooks,Literary Genres,Thematic Approach

The &quot;Child-Library Readers, Book Three,&quot; is planned to provide abundant material, rich in interest, for extending the literature course of the third grade. Schools using &quot;The Elson Readers, Book Three,&quot; will appreciate the total absence of duplicated selections in the present volume. Moreover, the fresh, unhackneyed nature of the literature insures a minimum of duplicated material if this book is used to extend the reading course of any basal text. The stories and poems of the book are grouped into six Parts dealing with related themes, to insure lasting impression. A glance at the Table of Contents will show the extreme care used in providing a balanced variety of appeal. [For &quot;The Elson Extension Series. Child-Library Readers: Book Two,&quot; see ED623660.]
Child-Library Readers: Book Four. The Elson Extension Series
Author: Elson, William H.
Date: 1924-00-00
Type: Historical Materials
Subjects: Grade 4,Elementary School Students,Literature,Textbooks,Literature Appreciation,Reading Material Selection,Reading Instruction,Sustained Silent Reading

The &quot;Child-Library Readers, Book Four,&quot; is planned to provide abundant material, rich in interest, for extending the literature course of the fourth grade. Schools using &quot;The Elson Readers, Book Four,&quot; will appreciate the total absence of duplicated selections in the present volume. Moreover, the fresh, unhackneyed nature of the literature insures a minimum of duplicated material if this book is used to extend the reading course of any basal text. The authors believe that a school reader should be of high literary value, to develop in children a love for literature of distinction. In selecting and organizing this material they have kept clearly in mind the need for training pupils in efficient habits of silent reading. The literature selected, while uniformly of high quality, and strong in story-element, contains a considerable quantity of material that is rich in factual content, both interesting and useful. A full explanation of the plan for silent reading is given on pages 5 and 6. [For &quot;The Elson Extension Series. Child-Library Readers: Book Three,&quot; see ED623660.]
Exploring Visual Representations of Multiplication and Division in Early Years South African Mathematics Textbooks
Author: Booysen, Tammy
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Multiplication,Division,Mathematical Concepts,Textbooks,Mathematics Instruction,Primary Education,Mathematics Education,Foreign Countries,Grade 1,Grade 2,Grade 3

Early years mathematics textbooks are support material for teachers and learners as they contain visual representations which communicate and clarify mathematical concepts. In this paper, we report on the types and functions of visual representations of multiplication and division in South African early years mathematics textbooks. There seems to be a reliance on textbooks amongst teachers in South Africa as they assist in providing pedagogic content knowledge. The research from which this paper emerged was a document analysis of multiplication and division visual representations in nine textbooks (Grade 1-3). A Visual Representation Framework was used to analyse the textbooks. The findings indicated that the most dominant type of visual representations across all three textbook series and across the three grades were equal groups and the majority of visual representations had an exemplifying function.
George Preferred Learning Fraction Concepts with Physical Rather than Virtual Manipulatives
Author: Getenet, Seyum
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Student Attitudes,Student Characteristics,Preferences,Manipulative Materials,Educational Technology,Fractions,Problem Solving,Grade 4,Elementary School Students,Foreign Countries,Electronic Learning

This case study aims to describe the learning characteristics of a child and evaluate his preferences for using physical manipulatives (PM) and virtual manipulatives (VM) to solve fraction problems. The participant in this study was a fourth-grade child. The child was given similar problems to solve using PM and VM. Data sources were observations and interviews conducted with the child during and after the tasks were completed. The results showed that the child engaged and preferred solving fraction problems using PM more than VM. The child stated that PM helped him quickly understand the relationship between various representations of fractions and model them using manipulatives. He reported the VM did not help him solve the problems.
Making Visible a Teacher&apos;s Pedagogical Reasoning and Actions through the Use of Pedagogical Documentation
Author: Choy, Ban Heng
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Logical Thinking,Teacher Behavior,Division,Decision Making,Faculty Development,Teacher Competencies,Knowledge Level,Comprehension,Teaching Experience,Elementary School Teachers,Elementary School Mathematics,Communities of Practice,Grade 3,Mathematical Logic

Mathematics education research has focused on developing teachers' knowledge or other visible aspects of the teaching practice. This paper contributes to conversations around making a teacher's thinking visible and enhancing a teacher's pedagogical reasoning by exploring the use of pedagogical documentation. In this paper, we describe how a teacher's pedagogical reasoning was made visible and highlight aspects of his thinking in relation to his instructional decisions during a series of lessons on division. Implications for professional learning are discussed.