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2. Updated College Enrollment Benchmarks for the Grade 12 Naep Mathematics Assessment. AIR-NAEP Working Paper 2023-03
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American Institutes for Research (AIR), Education Statistics Services Institute Network (ESSIN), Burhan Ogut, George Bohrnstedt, and Markus Broer
- Abstract
There is a growing interest in ensuring that students are prepared for college and a career when they finish high school. Research identified several indicators that are associated with college preparedness including attendance, grade point average (GPA), and test scores. However, it is difficult to use these indicators to determine the preparedness level of the nation's students in general. This study used results from National Assessment of Educational Progress (NAEP) mathematics assessment, the "gold standard" assessing what students know and can do in grade 12 to establish college preparedness benchmarks. This study linked ninth-grade student background data and school-reported high school and postsecondary transcript data from the National High School Longitudinal Study of 2009 (HSLS:09) to student item responses on the 2013 National Assessment of Educational Progress (NAEP) mathematics assessment to examine the relationship between college preparedness and NAEP mathematics achievement. NAEP scale scores imputed for all HSLS:09 participants via marginal maximum likelihood regression analyses were used to predict college preparedness. This study extended the earlier investigations of college preparedness based on NAEP grade 12 mathematics data from the prediction of college enrollment alone to the prediction of additional postsecondary outcomes including remedial course-taking and first-year college GPA based on postsecondary transcript data. Defining college preparedness as enrolling in a 2- or 4-year college without remedial course-taking and acquiring a first-year college GPA of 2.7 or higher as did National Assessment Governing Board, this study showed that the probability of college preparedness increased from 26 percent for students performing at the NAEP Basic level to 58 percent at the NAEP Proficient level and 87 percent at the NAEP Advanced level. The probabilities at preparedness increased when the definition of college preparedness omitted remedial course-taking. Although similar patterns were observed for various student groups including race/ethnicity, gender, and socioeconomic status, there were some differences in results across groups. Since the report shows the probability of college preparedness (under various definitions) at each NAEP achievement level, it is thereby also providing important validity information for these NAEP achievement levels.
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- 2023
3. Exploratory Analysis of VET Market Segments. Technical Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Palmer, Bryan
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This paper summarises the exploratory quantitative analysis undertaken to investigate how vocational education and training (VET) students cluster and segment in the Australian VET market. This analysis is outlined in three sections. The first section focuses on 'clustering' as a technique for grouping data and the three clustering algorithms used. These are then discussed in more detail to provide some insights into how they operate. Their specific data requirements, along with their strengths and weaknesses, are also considered. In next section the outputs of the clustering approaches are considered. The resultant clusters are examined to better understand them, and meaningfully label and group them into segments. The final section returns to the raw data. This step was necessary to further explore (in this case, only some of) the identified market segments. Three key market segments are explored: students in targeted English programs; students in social inclusion programs; and migrant students.
- Published
- 2022
4. Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change. WCER Working Paper No. 2021-8
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Leibnitz, Gretalyn, Gillian-Daniel, Donald L., Greenler, Robin M., Campbell-Montalvo, Rebecca, Metcalf, Heather, Segarra, Verónica A., Peters, Jan W., Patton, Shannon, Lucy-Putwen, Andrea, and Sims, Ershela L.
- Abstract
Science, technology, engineering, and mathematics (STEM) professional societies (ProS) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProS serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies, thus providing "excellent leverage with which to design and promote change" (National Academy of Sciences et al., 2005). ProS could be instrumental in achieving the DEI culture reform necessary to optimize engagement of all STEM talent by leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM culture reform requires that underlying "mental models'' be examined (Kania et al., 2018). The "Inclusive Professional Framework for Societies (IPF:Societies)" can help ProS change leaders (i.e., "boundary spanners'") and organizations identify and address mental models hindering DEI reform. "IPF:Societies" uses four "I's"--Identity awareness and Intercultural mindfulness (i.e., equity mindset) on which Inclusive relationships and Influential DEI actions are scaffolded. We discuss how "IPF:Societies" complements existing DEI tools. We explain how "IPF:Societies" can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). Next steps are to pilot "IPF:Societies" with a cohort of STEM ProS. Ultimately, "IPF:Societies" has potential to promote more efficient, effective, and lasting DEI organizational transformation, and contribute to inclusive STEM disciplinary excellence.
- Published
- 2021
5. Should Colleges Invest in Machine Learning? Comparing the Predictive Powers of Early Momentum Metrics and Machine Learning for Community College Credential Completion. CCRC Working Paper No. 118
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Columbia University, Community College Research Center and Yanagiura, Takeshi
- Abstract
Among community college leaders and others interested in reforms to improve student success, there is growing interest in adopting machine learning (ML) techniques to predict credential completion. However, ML algorithms are often complex and are not readily accessible to practitioners for whom a simpler set of near-term measures may serve as sufficient predictors. This study compares the out-of-sample predictive power of early momentum metrics (EMMs)--13 near-term success measures suggested by the literature--with that of metrics from ML-based models that employ approximately 500 predictors for community college credential completion. Using transcript data from approximately 50,000 students at more than 30 community colleges in two states, I find that the EMMs that were modeled by logistic regression accurately predict completion for approximately 80% of students. This classification performance is comparable to that of the ML-based models. The EMMs even outperform the ML-based models in probability estimation. These findings suggest that EMMs are useful predictors for credential completion and that the marginal gain from using an ML-based model over EMMs is small for credential completion prediction when additional predictors do not have strong rationales to be included in an ML-based model, no matter how large the number of those predictors may be.
- Published
- 2020
6. Construction Process of the Length of [cube root of 2] by Paper Folding
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Guler, Hatice Kubra and Gurbuz, Mustafa Cagri
- Abstract
The main purpose of this study is to investigate mathematics teachers' mathematical thinking process while they are constructing the length of [cube root of 2] by paper folding. To carry out this aim, two teachers--who are PhD. students--were interviewed one by one. During the construction, it was possible to observe the consolidation process of Pythagorean and Thales Theorem. All interviews were videotaped and analyzed through descriptive methods, according to abstraction in context, characteristics of consolidation and mathematical habits of mind. It was found that both two teachers constructed the knowledge of Pythagorean and Thales Theorems before the study and also these knowledges were consolidated. In addition, it was determined that these two approaches (abstraction in context and mathematical habits of mind) were close and corroborated each other. Moreover, consolidation process corroborated mathematical habits of mind.
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- 2018
7. Stability of School Contributions to Student Social-Emotional Learning Gains. Working Paper
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Stanford University, Policy Analysis for California Education (PACE), Fricke, Hans, Loeb, Susanna, Meyer, Robert, Rice, Andrew, and Pier, Libby
- Abstract
School value-added models are increasingly used to measure schools' contributions to student success. At the same time, policymakers and researchers agree that schools should support students' socialemotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited. Recent work shows meaningful differences across schools in changes in SEL scores by grade (Loeb, Christian, Hough, Meyer, Rice, & West, 2019), but whether these differences represent the effects of schools is still unclear. The current paper builds upon this earlier work by examining the stability of the estimated school-by-grade effects on SEL across two years, using a large-scale SEL survey administered in California's CORE districts. We find that correlations among school effects in the same grades across different years are positive, but they are lower than those for math and English Language Arts (ELA). Schools in the top or the bottom of the school effect distribution are more persistent in their impacts across years than those in the middle of the distribution. Overall, the results provide evidence that these school effects measure real contributions to SEL. However, the low stability of effects from one year to the next draw into question whether including these school value-added measures of self-reported SEL in school performance frameworks and systems would be beneficial.
- Published
- 2019
8. Proceedings of International Conference on Social and Education Sciences (IConSES) (Las Vegas, Nevada, October 19-22, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Valarie Akerson, Mevlut Unal, Mack Shelley, Valarie Akerson, Mevlut Unal, and International Society for Technology, Education and Science (ISTES) Organization
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"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 19-22, 2023, in Las Vegas, Nevada. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
9. Do More Effective Teachers Become More Effective Principals? Working Paper No. 215-0119-1
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Goldhaber, Dan, Holden, Kristian, and Chen, Bingjie
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Principals are widely seen as a key influence on the educational environment of schools, and nearly all principals have experience as teachers. Yet there is no evidence on whether we can predict the effectiveness of principals (as measured by their value added) based on their value added as teachers, an issue we explore using administrative data from Washington. Several descriptive features of the principal labor market stand out. First, teachers who become principals tend to have higher levels of educational attainment while teaching and are less likely to be female, but we find no significant differences in licensure test scores between those teachers who become principals and those we do not observe in the principalship. Second, principal labor markets appear to be quite localized: about 50 percent of principals previously taught in the same district in which they assumed a principalship. We find positive correlations between teacher and principal value added in reading (ELA) and similarly sized but less precise estimates in math. Teachers who become principals have slightly higher teacher value added, but the difference between the two groups is not statistically significant, suggesting that principals are not systematically selected based on their prior effectiveness when serving as a classroom teacher.
- Published
- 2019
10. Exploring Multiple-Objective Optimization for Efficient and Effective Test Paper Design with Dynamic Programming Guided Genetic Algorithm
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Han Wang, Qingfeng Zhuge, Edwin Hsing-Mean Sha, Jianghua Xia, and Rui Xu
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automated test paper design ,multiple objectives optimization ,linear programming ,dynamic programming ,genetic algorithm ,Biotechnology ,TP248.13-248.65 ,Mathematics ,QA1-939 - Abstract
Automatic test paper design is critical in education to reduce workloads for educators and facilitate an efficient teaching process. However, current designs fail to satisfy the realistic teaching requirements of educators, including the consideration of both test quality and efficiency. This is the main reason why teachers still manually construct tests in most teaching environments. In this paper, the quality of tests is quantitatively defined while considering multiple objectives, including a flexible coverage of knowledge points, cognitive levels, and question difficulty. Then, a model based on the technique of linear programming is delicately designed to explore the optimal results for this newly defined problem. However, this technique is not efficient enough, which cannot obtain results in polynomial time. With the consideration of both test quality and generation efficiency, this paper proposes a genetic algorithm (GA) based method, named dynamic programming guided genetic algorithm with adaptive selection (DPGA-AS). In this method, a dynamic programming method is proposed in the population initialization part to improve the efficiency of the genetic algorithm. An adaptive selection method for the GA is designed to avoid prematurely falling into the local optimal for better test quality. The question bank used in our experiments is assembled based on college-level calculus questions from well-known textbooks. The experimental results show that the proposed techniques can construct test papers with both high effectiveness and efficiency. The computation time of the test assembly problem is reduced from 3 hours to 2 seconds for a 5000-size question bank as compared to a linear programming model with similar test quality. The test quality of the proposed method is better than the other baselines.
- Published
- 2024
- Full Text
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11. Learning trajectory in the material of comparing and ordering fractions using paper folding for elementary school students
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Ria Febriani, Ely Susanti, and Hapizah Hapizah
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learning trajectory ,fractions, folding paper. ,Mathematics ,QA1-939 - Abstract
Background:Understanding fractions in mathematics often poses greater complexity compared to integral numbers. The primary difficulty lies in students' inadequate grasp of fractional basics, notably in comparing and sequencing fractions. Aim: This research seeks to create and evaluate a learning pathway's effect on fourth graders' comprehension of fractions, with a focus on their comparison and sequencing. Method: Employing a design research validation study approach, the research progresses through preliminary design, experimental design, and retrospective analysis. Conducted in a Palembang school involving six fourth graders recommended by their teacher, data collection encompassed essay-based pre and post-tests, Student Activity Sheets, observations, interviews, and documentations. The data analysis was retrospectively carried out, anchored on HLT as the benchmark. Result: Findings reveal a student learning trajectory encompassing three principal activities. Initially, students used folding and gluing of paper to discern fraction values. Subsequently, they engaged in coloring and illustrating folds for fraction comparison. The final activity involved drawing, coloring boxes, and fraction comparison and sequencing. Overall, students showed proficiency in understanding and determining fraction values and comparing them, yet struggled with ordering certain fractions. Conclusion: The structured learning path facilitated students' understanding of basic fraction concepts, especially in comparing them. Nevertheless, reinforcing methods or approaches for teaching fraction ordering is essential.
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- 2023
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12. Gender Achievement Gaps in U.S. School Districts. CEPA Working Paper No. 18-13
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Stanford Center for Education Policy Analysis (CEPA), Reardon, Sean F., Fahle, Erin M., Kalogrides, Demetra, Podolsky, Anne, and Zárate, Rosalía C.
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In the first systematic study of gender achievement gaps in U.S. school districts, we estimate male-female test score gaps in math and English Language Arts (ELA) for nearly 10,000 school districts in the U.S. We use state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. The average school district in our sample has no gender achievement gap in math, but a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gender achievement gaps vary among school districts and are positively correlated -- some districts have more male-favoring gaps and some more female-favoring gaps. We find that math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult socioeconomic status. These two variables explain about one fifth of the variation in the math gaps. However, we find little or no association between the ELA gender gap and either socioeconomic variable, and we explain virtually none of the geographic variation in ELA gaps.
- Published
- 2018
13. Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement. Working Paper 190
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Backes, Ben, and Cowan, James
- Abstract
Nearly two dozen states now administer online exams. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students' learning. We examine the rollout of computer-based testing in Massachusetts over 2 years to investigate test mode effects. Crucial to the study design is the fact that the state administers the same exam (PARCC) in online and offline formats each year during the transitional period. We find mode effects of about 0.10 standard deviations in math and 0.25 standard deviations in English language arts (ELA). Our preferred estimates of the effects of online testing in the second year of administration suggest that mode effects for second-time test takers were about one third as large as the first year in math and about half as large in ELA. There is little evidence of systematic variation in mode effects by student demographic groups, although on ELA tests they are larger for students scoring at the bottom of the achievement distribution.
- Published
- 2018
14. In-depth analysis of the artistic expression of paper-cutting elements in interior space design
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Zhu Zhenji
- Subjects
paper-cut elements ,interior space design ,tvl algorithm ,bim model ,additional total variance loss function ,05b30 ,Mathematics ,QA1-939 - Abstract
To deeply analyze the performance of paper-cutting elements in interior space design, this paper explores the artistic expression of paper-cutting elements. The BIM model is constructed based on the TVL algorithm, and a noise-reducing style migration method with an additional total variable loss function is used to fuse the texture features of a specific paper-cutting style so that the paper-cutting texture is generated in the target object area more intensively. The algorithm is supplemented with a U-shaped network structure to obtain the mask map of the target object, modify and expand the ScanNet training data set, and input a content map and a style map to generate the stylized paper cutout image automatically. The results show that compared with other elements, the stability of paper-cut elements reaches 96.31%, the image smoothness reaches 89.34%, and the retention of significant regions reaches 93.26%. In modern design, the peak signal-noise of paper-cut elements improved by 13.418d on average, the structural similarity also improved by 0.34807, and the recognition rate of paper-cut elements in the furnishing category reached 95%. Applying paper-cut art in interior space design can give interior furnishing design better visual effects, provide inspiration and ideas for interior space design innovation, and contribute to improving aesthetics.
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- 2024
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15. Selected Papers
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Calvin C. Elgot, Stephen L. Bloom, Calvin C. Elgot, and Stephen L. Bloom
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- Mathematics, Application software, Elementary particles (Physics), Quantum field theory
- Abstract
Cal Elgot was a very serious and thoughtful researcher, who with great determi nation attempted to find basic explanations for certain mathematical phenomena as the selection of papers in this volume well illustrate. His approach was, for the most part, rather finitist and constructivist, and he was inevitably drawn to studies of the process of computation. It seems to me that his early work on decision problems relating automata and logic, starting with his thesis under Roger Lyndon and continuing with joint work with Biichi, Wright, Copi, Rutledge, Mezei, and then later with Rabin, set the stage for his attack on the theory of computation through the abstract treatment of the notion of a machine. This is also apparent in his joint work with A. Robinson reproduced here and in his joint papers with John Shepherdson. Of course in the light of subsequent work on decision problems by Biichi, Rabin, Shelah, and many, many others, the subject has been placed on a completely different plane from what it was when Elgot left the area. But I feel that his papers, results-and style-were very definitely influential at the time and may well have altered the course of the investigation of these problems. As Sammy Eilenberg explains, the next big influence on Elgot's thinking was category theory, which gave him a way of expressing his ideas in a sharply algebraic manner. The joint book with Eilenberg is one illustration of this influence.
- Published
- 2012
16. In-depth analysis of the artistic expression of paper-cut elements in the design of boat space
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Liu Xiaoli, Shi Kailin, and Deng Wenjie
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paper-cut elements ,boats ,space design ,sae algorithm ,traditional materials ,Mathematics ,QA1-939 - Abstract
Paper-cut elements in the design of boat space can effectively improve the homogenisation tendency of existing boat space design, effectively enhance the characteristics of traditional Chinese culture and enrich the development ideas of boat space design. Therefore, based on the Chinese folk art of paper cutting, this paper combines theoretical analysis and empirical research to deeply analyse the artistic expression of paper-cut elements in the spatial design of boats. This paper mainly studies the artistic integration of paper-cut elements in the decorative design of boats and the artistic integration of paper-cut elements in the practical design of boats. Through the calculation and analysis of the sparse autoencoder algorithm model, it can be seen that the decorative integration of paper-cut elements in wallpaper is 82%, which is higher than that of traditional materials (24%). The integration of paper-cut elements in the space design of cabins and guest rooms is as high as 97% and 94%, respectively, which is far better than the integration of traditional materials in the space design of cabins and guest rooms. This shows that the application of folk paper-cut elements to the space design of boats not only highlights the theme of boats but also enhances the cultural value of boats.
- Published
- 2023
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17. Analysing the variation of metadiscourse verb patterns in English academic papers from within and between disciplines
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Li Yinbo
- Subjects
metadiscourse ,clustering algorithm ,wmd model ,english academic papers ,Mathematics ,QA1-939 - Abstract
English is a universal language and is widely used. In order to deepen the cognition of language, this paper proposes to analyse the variation of metadiscourse verb patterns in English academic papers from within and between disciplines. By comparing the metadiscourse chunks used in various disciplines, it is concluded that there are obvious differences in the verb types of the subject papers. Analysing various identification algorithms of verb types, it is obtained that the combination of the word movement distance (WMD) model and the R&L density peak clustering algorithm is the best. Using the R&L density peak clustering, identification parameters are easy to determine, and when combined with the WMD model to calculate the similarity of words, it improve the accuracy of verb pattern clustering. By comparison, it is proved that the accuracy of the algorithm combining the WMD model and R&L density peak clustering reaches 30.06%, and the effect of identifying verb pattern variation is the best.
- Published
- 2023
- Full Text
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18. Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Technical Report. Working Paper
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Vanderbilt University, Peabody Research Institute (PRI), Farran, Dale C., Wilson, Sandra J., Meador, Deanna, Norvell, Jennifer, and Nesbitt, Kimberly
- Abstract
The experimental evaluation of the "Tools of the Mind Pre-K Curriculum" described in this report was designed to examine the effectiveness of the "Tools of the Mind" ("Tools") curriculum for enhancing children's self-regulation skills and their academic preparation for kindergarten when compared to the usual prekindergarten curricula in use in the school system. In order to assess the long-term impacts of "Tools" on student academic achievement and self-regulation outcomes, students were followed into kindergarten and first grade. Participating classrooms were also observed three times during the prekindergarten year using multiple measures designed to capture implementation fidelity as well as child and teacher behaviors in the classroom. The project was fortunate to have participants from Franklin Special School District, Lebanon Special School District, Wilson County School District, and Cannon County School District in Tennessee as well as Guilford County Schools and Alamance-Burlington School System in North Carolina. The evaluation involved two cohorts of children. Cohort 1 (2010-2011) included the four Tennessee school systems and Guilford County Schools in North Carolina and involved children from 60 classrooms ("Tools" = 32) in 45 schools ("Tools" = 25). Cohort 2 (2011-2012) included Alamance-Burlington School System in North Carolina with children from 20 classrooms ("Tools" = 10) in 12 schools ("Tools" = 5). The research design investigated the effectiveness of "Tools," by conducting a longitudinal cluster-randomized experiment to address the questions: (1) Do children in "Tools of the Mind" classrooms improve more in literacy, math, social skills, and exhibit reduced behavior problems during the preschool year than children in "business as usual" comparison classrooms? (2) Do children in "Tools of the Mind" classrooms show greater gains in learning-related self-regulation than children in the comparison classrooms? (3) Are there differential effects of "Tools of the Mind" associated with characteristics of the children? And, (4) Do the effects of participating in a "Tools of the Mind" classroom sustain into kindergarten and first grade? In addition, an extensive battery of observational measures was employed to examine implementation fidelity and other classroom processes that might have mediated the curriculum effects. Overall, the authors found no significant effects of the "Tools of the Mind" curriculum on literacy, language or mathematics achievement when compared to business as usual classrooms whose teachers used a variety of curricular approaches. Similarly, they found no effects on Self-Regulation. Gains in achievement and self-regulation were correlated, r = 0.35. Additional outcomes and future directions are recommended. (Contains 53 tables.) [For "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report," see ED574843.]
- Published
- 2015
19. Paper Folding Fractions
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Pagni, David
- Abstract
In this article, the author presents a paper folding activity that can be used for teaching fractions. This activity can be used to describe areas of folded polygons in terms of a standard unit of measure. A paper folding fractions worksheet and its corresponding solutions are also presented in this article. (Contains 2 figures.)
- Published
- 2007
20. Using Paper Folding, Fraction Walls, and Number Lines to Develop Understanding of Fractions for Students from Years 5-8
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Pearn, Catherine Ann
- Abstract
Several researchers have noted how children's whole number schemes can interfere with their efforts to learn fractions. An Australian study found that children who were successful with the solution of rational number tasks exhibited greater whole number knowledge and more flexible solution strategies. Behr and Post (1988) indicated that children needed to be competent in the four operations of whole numbers, along with an understanding of measurement, for them to understand rational numbers. This paper describes a "hands on" approach developed by researchers that focuses on the use of paper folding, fraction walls and number lines to develop an understanding of fractions using a measurement model. (Contains 8 figures.)
- Published
- 2007
21. An Explanation of Mellin’s 1921 Paper
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W. M. Lawton
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polynomial ,principal solution ,functions of hypergeometric type ,mellin– barnes integral representation ,Mathematics ,QA1-939 - Abstract
In 1921 Mellin published a Comptes Rendu paper computing the principal solution of a polynomial using generalized hypergeometric functions of its coefficients. He used an integral transform nowadays bearing his name. Slightly over three pages, the paper is written in French in a terse style befitting the language. This article makes Mellin’s landmark result accessible to people who are not experts in hypergeometric functions and complex analysis by deriving detailed proofs that were omitted in Mellin’s paper.
- Published
- 2023
- Full Text
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22. Foundation of SuperHyperStructure & Neutrosophic SuperHyperStructure (review paper)
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Florentin Smarandache
- Subjects
n-th powerset of a set ,superhyperalgebra ,superhypergraph ,superhypertopology ,superhypersoft set ,superhyperoperations ,superhyperaxioms ,superhyperfunctions ,hyperstructure ,superhyperstructure ,neutrosophic superhyperstructure ,Mathematics ,QA1-939 ,Electronic computers. Computer science ,QA75.5-76.95 - Abstract
In this paper we extend the SuperHyperAlgebra, SuperHyperGraph, SuperHyperTopology, SuperHyperSoft Set, endowed with SuperHyperOperations, SuperHyperAxioms, and SuperHyperFunctions, to the most general form of structure, from our real world, called SuperHyperStructure in any field of knowledge. A practical application of the SuperHyperStructure is presented at the end. The prefix “Hyper” [Marty, 1934] stand for the codomain of the functions and operations to be P(H), or the powerset of the set H. While the prefix “Super” [Smarandache, 2016] stands for using the Pn (H), n ≥ 2, or the n-th PowerSet of the Set H {because the set (or system) 𝐻 (that may be a set of items, a company, institution, country, region, etc.) is organized in sub-systems, which in their turn are organized in sub-sub-systems, and so on} in the domain and/or codomain of the functions and operations.
- Published
- 2024
- Full Text
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23. An Artistic and Spiritual Exploration of Chinese Joss Paper
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Chung, Sheng Kuan and Li, Dan
- Abstract
Multicultural or integrative art education helps students understand themselves and the diverse changing visual world around them. This article highlights the the tradition of Chinese joss paper and shows how it can be added to the repertoire of a multicultural art curriculum or an integrative art curriculum that enables the teacher to infuse social studies, math, and science by offering probable connections embedded in this artistic practice. Exploring the context and content of Chinese joss paper through both artistic and spiritual lenses, the authors first examine this tradition and its origins and discuss its visual characteristics and the associated meanings of both traditional and modern joss paper. Next, they suggest several classroom activities for high school students to give them a better understanding and appreciation of this cultural practice.
- Published
- 2017
- Full Text
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24. Oakland and San Francisco Create Course Pathways through Common Core Mathematics. White Paper
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Strategic Education Research Partnership (SERP) and Daro, Phil
- Abstract
The Common Core State Standards for Mathematics (CCSS-M) set rigorous standards for each of grades 6, 7 and 8. Strategic Education Research Partnership (SERP) has been working with two school districts, Oakland Unified School District and San Francisco Unified School District, to evaluate extant policies and practices and formulate new policies based on the CCSS-M shifts that promise to work better for students. This work has culminated in school board adoptions of new policies in both districts. This report focuses on the problems, solutions and designs that that have been found in the CCSS-M and can be of immediate use to other districts and states.
- Published
- 2014
25. Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B1--Education (School and School Transition). Technical Paper 74B1
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National Centre for Vocational Education Research
- Abstract
This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides school and school transition information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]
- Published
- 2012
26. Developing Graduate Students of Color for the Professoriate in Science, Technology, Engineering, and Mathematics (STEM). Research & Occasional Paper Series: CSHE.6.06
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California Univ., Berkeley. Center for Studies in Higher Education. and MacLachlan, Anne J.
- Abstract
This paper presents part of the results of a completed study entitled "A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life." It focuses particularly on the graduate school experience and degree of preparation for the professoriate of African American doctoral students in the sciences and engineering, and presents the results of a survey of 33 African American STEM Ph.D.s from the University of California earned between 1980-1990. Relationships with thesis advisors and principal investigators are evaluated by the study participants in fifteen specific areas from highly-ranked intellectual development to low-ranked training in grant writing. Deficits in training and socialization are discussed along with the tension between being both an African American and a graduate student. Career choices and outcomes are presented. These findings, in conjunction with current analyses of graduate education in STEM, suggest ways in which graduate training for all could be improved. (Contains 1 table.) [Financial support for this project was provided by the U.C. Industry-University Cooperative Research Program; and the U.C. Berkeley Graduate Division.]
- Published
- 2006
27. A Selection of Early Statistical Papers of J. Neyman
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NEYMAN, J. and NEYMAN, J.
- Published
- 2023
28. Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges. CCRC Working Paper No. 31
- Author
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Columbia University, Community College Research Center, Xu, Di, and Jaggars, Shanna Smith
- Abstract
This report investigates enrollment patterns and academic outcomes in online, hybrid, and face-to-face courses among students who enrolled in Washington State community and technical colleges in the fall of 2004. Students were tracked for nearly five years, until the spring of 2009. Results were similar to those found in a parallel study in Virginia (Jaggars & Xu, 2010). Students who were employed for more hours and students who had demographic characteristics associated with stronger academic preparation were more likely to enroll in online courses; however, students who enrolled in hybrid courses were quite similar to those who enrolled in a purely face-to-face curriculum. After controlling for student characteristics using multilevel regression techniques, results indicated that students were more likely to fail or withdraw from online courses than from face-to-face courses. In addition, students who took online coursework in early terms were slightly but significantly less likely to return to school in subsequent terms, and students who took a higher proportion of credits online were slightly but significantly less likely to attain an educational award or transfer to a four-year institution. In contrast, students were equally likely to complete a hybrid course as to complete a face-to-face course. Additional analyses with a new cohort of students entering in 2008 showed short-term results consistent with those of the 2004 cohort. Given the importance of online learning in terms of student convenience and institutional flexibility, current system supports for online learning should be bolstered and strengthened in order to improve completion rates among online learners. Specific recommendations are discussed in the report's conclusion. (Contains 9 tables, 4 figures and 23 footnotes.)
- Published
- 2011
29. Fundamental Papers in Wavelet Theory
- Author
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Heil, Christopher, Walnut, David F., Heil, Christopher, and Walnut, David F.
- Published
- 2009
- Full Text
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30. Paper Plate Fractions: The Counting Connection
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- 2016
- Full Text
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31. How Do You Teach Content in Adult Education? An Annotated Bibliography. NCSALL Occasional Paper
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National Center for the Study of Adult Learning and Literacy, Boston, MA., Zachry, Elizabeth M., and Comings, John P.
- Abstract
Adding to the resources for evidence-based practices, this occasional paper provides sources of research and professional wisdom that are useful to the design of evidence-based instruction. This annotated bibliography is divided into seven subsections that focus on reading, writing, math and numeracy, English as a second language, GED, adult learning theory, and technology. Each section presents adult education sources and then additional resources based on K-12 research, instruction, and professional development resources. (Contains 3 footnotes.)
- Published
- 2006
32. Research on the Generative Mechanism of Intelligent Reconstruction for the Integration of Traditional Paper-cutting Art Symbols and Modern Pattern Designs
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Zhang Zhe and Xu Jiang
- Subjects
design fusion ,intelligent reconstruction generation ,dcgan ,deeplabv3+ semantic segmentation model ,97p20 ,Mathematics ,QA1-939 - Abstract
In the realm of Chinese traditional arts, paper-cutting symbols embody deep-seated aesthetic and cultural values. Within the framework of artificial intelligence, the fusion of these conventional symbols with contemporary pattern design through intelligent reconstruction processes promotes innovation in modern design. This paper introduces a novel pattern feature extraction algorithm specifically designed for identifying and extracting the essence of traditional paper-cutting art. Utilizing Deep Convolutional Generative Adversarial Networks (DCGAN), an automated method for generating woven patterns is developed, integrating conventional motifs with modern design elements. Additionally, a segmentation model based on DeepLabV3+ semantics is constructed to facilitate this integration. The study focuses on the fusion of traditional paper-cutting symbols with fabric patterns, providing a new direction for textile design research. The empirical evaluation involved seven experimenters who predominantly favored patterns that blended abstract and traditional styles, with the average style rating exceeding 3.2. Moreover, the color performance analysis of the reconstructed fabric patterns across five regions showed color difference values greater than 4, indicating superior color fidelity. These findings underscore the potential of combining AI-driven techniques with traditional art forms to enhance and revolutionize modern design practices.
- Published
- 2024
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33. Variation in metadiscourse verb patterns in English academic papers from intra- and interdisciplinary analysis
- Author
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Tang Jianfu
- Subjects
english essay ,metadiscourse verb pattern ,vector space model ,word movement distance model ,density peak clustering ,conditional random field ,97c50 ,Mathematics ,QA1-939 - Abstract
The study of metadiscourse word resources is an important way to reveal academic knowledge constructs and genre features in English papers. This paper selects intra- and interdisciplinary English academic papers as data samples, and the text representation is based on the vector space model. The text similarity is calculated using the word movement distance model to complete the clustering based on the density peak, and then the semantic annotation of metadiscourse verb patterns is performed using the conditional random field. Then, the intra- and interdisciplinary metadiscourse annotations are compared to analyze the variation of verb patterns. The intra-disciplinary variation of metadiscourse verb patterns was mainly found using attitude markers, where the log-likelihood ratios of 48.56, 30.25, and 35.64 were obtained for affirmative, critical, and critical declarative attitudes, respectively. In interdisciplinary studies, basic disciplines preferred to use verb patterns as transitions, while applied disciplines preferred to express the author’s point of view. The study of metadiscourse verb patterns effectively enriches the linguistic resources in academic English teaching and deepens the understanding of the characteristics of disciplinary essay genres.
- Published
- 2024
- Full Text
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34. Using Predictive Analytics to Track Students: Evidence from a Seven-College Experiment. Working Paper 28948
- Author
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National Bureau of Economic Research, Bergman, Peter, Kopko, Elizabeth, and Rodriguez, Julio E.
- Abstract
Tracking is widespread in U.S. education. In post-secondary education alone, at least 71% of colleges use a test to track students. However, there are concerns that the most frequently used college placement exams lack validity and reliability, and unnecessarily place students from under-represented groups into remedial courses. While recent research has shown that tracking can have positive effects on student learning, inaccurate placement has consequences: students face misaligned curricula and must pay tuition for remedial courses that do not bear credits toward graduation. We develop an alternative system to place students that uses predictive analytics to combine multiple measures into a placement instrument. Compared to colleges' existing placement tests, the algorithm is more predictive of future performance. We then conduct an experiment across seven colleges to evaluate the algorithm's effects on students. Placement rates into college-level courses increased substantially without reducing pass rates. Adjusting for multiple testing, algorithmic placement generally, though not always, narrowed gaps in college placement rates and remedial course taking across demographic groups. A detailed cost analysis shows that the algorithmic placement system is socially efficient: it saves costs for students while increasing college credits earned, which more than offsets increased costs for colleges. Costs could be reduced with improved data digitization, as opposed to entering data by hand.
- Published
- 2021
35. Bus Routing Algorithms: Application to a Rural School District. Working Paper No. 27
- Author
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Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics., Belcher, Johnny, Britt, Deborah, Granade, Sharilyn, Powell, Lori, and Schlessinger, Paula
- Abstract
This paper proposes a mathematical model that delineates a feasible system of bus transportation for this multiple-school district. The model is composed of six elementary school districts which are part of the overall middle school and high school district. This proposal attempts to show Laurel district busing as a representative sample of what needs to be done in all six elementary districts. Final transportation routes from all six districts to the centrally located county Middle and High Schools are included and explained. Both elementary district and entire county algorithms are included. First, the population distribution was analyzed and bus stops were created for the sample Laurel district such that the average number of children per stop is maximized and each child walks no more than a predetermined distance. Next, the bus stops were grouped geographically into regions of roughly equivalent number of students, and the viable routes for each region were determined. Finally, these routes were sequenced by the implementation of the NCL (No Child Left at Bus Stop) algorithm created for the Madison County Schools. The algorithm has been created so that changes can be made to accommodate adjustments in parent and school board decisions.
- Published
- 2005
36. Macromedia Accessibility Project (MAP). Macromedia[R] White Paper.
- Author
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League for Innovation in the Community Coll. and Perez, Stella
- Abstract
This paper reports on the Macromedia Accessibility Project (MAP), a collaborative effort developed by Macromedia, Inc., The League for Innovation in the Community College, and Pima Community College, Arizona, in order to explore the questions and challenges of implementing accessibility standards in online developmental math courses in community colleges. The purpose of the project, as a two-part process, was to evaluate the capacity to create online mathematical content in an accessible format, and to identify the differences between updating content and design differences for Web-based courses versus creating new content and design features for Web-based delivery. Project team members were charged to audit and upgrade one existing online math course and create one new online math course. As a summer project commencing June 15, 2002 and ending September 15, 2002, the 3-month timeline called for inclusion of training sessions, groups meetings, and follow-up communications. Comments from MAP team developers were summarized for review. This paper describes the two different processes teams went through in the course revisions and the new course development. The MAP team members completed all project goals and objectives as designated, yet noted that their work barely scratched the surface. Includes 5 figures and recommendations for further research. (NB)
- Published
- 2002
37. The Effect of Private School Competition on Public School Performance. Occasional Paper.
- Author
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Columbia Univ., New York, NY. National Center for the Study of Privatization in Education., Geller, Christopher R., Sjoquist, David L., and Walker, Mary Beth
- Abstract
This paper is a report of a study that investigated whether increased private-school competition results in enhanced performance of public schools. Data for the study came from a pooled data set from Georgia Department of Education documents and directories, which included socioeconomic data on students and test scores from Georgia school systems between 1980 and 1990 for 3rd-grade and 10th-grade reading and math tests. The data allowed researchers to address directly the problem of endogeneity. Following an introduction, the report presents a framework of how private competition can affect public-school performance and investigates the conditions for a beneficial competitive effect. The next section explains the empirical models and details the data used in the analysis. The next section presents the empirical results. The empirical results do not lend support to the hypothesis that private-school competition improves public-school performance, as measured by student-exam results. Supplementing the text are five tables that detail test scores and socioeconomic data. (Contains 23 references.) (WFA)
- Published
- 2001
38. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Working Paper 28581
- Author
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National Bureau of Economic Research, Berlinski, Samuel, Busso, Matias, Dinkelman, Taryn, and Martínez A., Claudia
- Abstract
Grade retention and early dropout are two of the biggest challenges facing education systems in middle-income countries today, representing waste in school resources. We investigate whether reducing parent-school information gaps can improve outcomes that are early-warning signals for grade retention and dropout. We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. We find some evidence of positive classroom spillovers. Leveraging existing school inputs to implement a light-touch, cost-effective information intervention can improve education outcomes in lower-income settings. [Funding for this report was provided by The Abdul Latif Jameel Poverty Action Lab and a Chilean FONIDE grant.]
- Published
- 2021
39. Choosing the Right Testing Option in PLATO Courseware. PLATO Technical Paper.
- Author
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PLATO Learning, Inc., Bloomington, MN. and Foshay, Rob
- Abstract
There are a number of issues to consider in choosing tests, including alignment of tests and standards, the integration of tests with curriculum and instruction, the quality of the tests, and a clear definition of the purpose of the test. To address the various needs reflected by these issues, PLATO Learning, Inc., offers two curriculum-wide testing systems: NetSchools Orion GATE and PLATO (registered) LINK. For practice in preparation for high-stakes tests, PLATO Learning offers the Simulated Tests in mathematics, reading, and writing. To support needs for placement, progress control, and cumulative testing when using PLATO (registered) courseware, PLATO Learning offers the FASTRACK and Skills Inventory systems, module mastery tests, and course-level assessments. Each of these systems has different characteristics and is designed to serve different needs. Choosing among them involves answering 12 key questions about testing needs, which are provided in this document. (Author/SLD)
- Published
- 2002
40. Short Paper - A Note on Robust Combinatorial Optimization with Generalized Interval Uncertainty
- Author
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Yaman, Hande
- Subjects
robust combinatorial optimization ,interval uncertainty ,budgeted uncertainty ,complexity ,Mathematics ,QA1-939 - Abstract
In this paper, we consider a robust combinatorial optimization problem with uncertain weights and propose an uncertainty set that generalizes interval uncertainty by imposing lower and upper bounds on deviations of subsets of items. We prove that if the number of such subsets is fixed and the family of these subsets is laminar, then the robust combinatorial optimization problem can be solved by solving a fixed number of nominal problems. This result generalizes a previous similar result for the case where the family of these subsets is a partition of the set of items.
- Published
- 2023
- Full Text
- View/download PDF
41. SSRES: A Student Academic Paper Social Recommendation Model Based on a Heterogeneous Graph Approach
- Author
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Yiyang Guo and Zheyu Zhou
- Subjects
information recommendation ,social recommendation ,heterogeneous information networks ,social network analysis ,contrastive learning ,Mathematics ,QA1-939 - Abstract
In an era overwhelmed by academic big data, students grapple with identifying academic papers that resonate with their learning objectives and research interests, due to the sheer volume and complexity of available information. This study addresses the challenge by proposing a novel academic paper recommendation system designed to enhance personalized learning through the nuanced understanding of academic social networks. Utilizing the theory of social homogeneity, the research first constructs a sophisticated academic social network, capturing high-order social relationships, such as co-authorship and advisor–advisee connections, through hypergraph modeling and advanced network representation learning techniques. The methodology encompasses the development and integration of a hypergraph convolutional neural network and a contrastive learning framework to accurately model and recommend academic papers, focusing on aligning with students’ unique preferences and reducing reliance on sparse interaction data. The findings, validated across multiple real-world datasets, demonstrate a significant improvement in recommendation accuracy, particularly in addressing the cold-start problem and effectively mapping advisor–advisee relationships. The study concludes that leveraging complex academic social networks can substantially enhance the personalization and precision of academic paper recommendations, offering a promising avenue for addressing the challenges of academic information overload and fostering more effective personalized learning environments.
- Published
- 2024
- Full Text
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42. Industry-Academia Collaboration in the Field of Functional Nucleic Acids: An Analysis Based on Papers and Patents
- Author
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Lu Changyun, Zhu Longjiao, Su Yuan, Xu Wentao, He Xiaoyun, and Cao Yuan
- Subjects
contemporary trends ,regional variances ,functional nucleic acidsindustry-academia collaboration (iac) ,publications ,patents ,97p10 ,Mathematics ,QA1-939 - Abstract
This investigation delves into the evolving patterns and regional variances in industry-academia collaboration (IAC) within Functional Nucleic Acids (FNAs) research. Analyzing publications and patents from 1990 to 2021, we dissected IAC at individual and collective levels, documenting the count and share of IAC endeavors, key partners, and regional differences. Results indicate a rising trend in IAC publications and collaborating institutions, while patent trends display a mix of increases, decreases, and steady states. The United States leads in IAC activities, correlating with its prowess in scientific research and technological innovation. Notably, regional discrepancies in IAC are mainly due to intra-regional variations, with Asia and Europe experiencing the most pronounced disparities.
- Published
- 2024
- Full Text
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43. Measuring Classroom Instructional Processes: Using Survey and Case Study Fieldtest Results To Improve Item Construction. Working Paper Series.
- Author
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Policy Studies Associates, Inc., Washington, DC., Mullens, John E., Gayler, Keith, Goldstein, David, Hildreth, Jeanine, Rubenstein, Michael, Spiggle, Tom, Walking Eagle, Karen, and Welsh, Megan
- Abstract
This report describes the results from an exploratory project conducted for the National Center for Education Statistics. The purpose of the project was to develop and field test questionnaire items and related methods designed to capture information about the instructional processes used nationally in 8th- to 12th-grade mathematics classrooms. Data from classroom observers, short logs of daily classroom practice, and a teacher questionnaire were used to assess the quality of the items. A survey questionnaire, field tested with 100 teachers, was completed by approximately 300 mathematics teachers, and a case study was conducted with 41 teachers in similar settings with comparable responsibilities. Results of these studies were used to make 10 recommendations to improve the field test validation process and the survey items. Thirteen appendixes contain supplemental information about the study and the test items. Appendix M contains a summary, in chart form, of recommended changes to the field test items. (Contains 21 references.) (SLD)
- Published
- 1999
44. Comparing student performance on paper- and computer-based math curriculum-based measures.
- Author
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Hensley K, Rankin A, and Hosp J
- Subjects
- Child, Humans, Students statistics & numerical data, Computer-Assisted Instruction methods, Computer-Assisted Instruction statistics & numerical data, Curriculum, Educational Measurement methods, Mathematics education
- Abstract
As the number of computerized curriculum-based measurement (CBM) tools increases, it is necessary to examine whether or not student performance can generalize across a variety of test administration modes (i.e., paper or computer). The purpose of this study is to compare math fact fluency on paper versus computer for 197 upper elementary students. Students completed identical sets of probes on paper and on the computer, which were then scored for digits correct, problems correct, and accuracy. Results showed a significant difference in performance between the two sets of probes, with higher fluency rates on the paper probes. Because decisions about levels of student support and interventions often rely on measures such as these, more research in this area is needed to examine the potential differences in student performance between paper-based and computer-based CBMs.
- Published
- 2017
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45. School Assignment by Match Quality. Working Paper 28512
- Author
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National Bureau of Economic Research, Abdulkadiroglu, Atila, Dur, Umut M., and Grigoryan, Aram
- Abstract
Proponents of school choice argue that it improves educational outcomes by allowing parents to self-select into schools that are most effective for their children. Contrary to these arguments, empirical evidence suggests that parents may not incorporate school effectiveness or match quality when choosing schools. The findings potentially impugn proponents' effectiveness arguments of choice-based assignment. We develop novel solutions that restore effectiveness by maximizing match quality subject to stability constraints. Maximization algorithms are provided for both small and large school districts. Simulations reveal substantial match quality gains from our solutions compared to the celebrated Deferred Acceptance mechanism with a random tie-breaker. Our methodology can be used to optimize for other policy objectives in school choice or other priority-based matching problems.
- Published
- 2021
46. SAARMSTE's role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003–2022.
- Author
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Graven, Mellony and Venkat, Hamsa
- Subjects
SCIENCE education ,MATHEMATICS ,CONFERENCE papers ,RESEARCH personnel ,TECHNOLOGY education - Abstract
This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education's (SAARMSTE's) role as a platform supporting research dissemination and connecting researchers in early grades mathematics (EGM) in the Southern African region. A review of the Long Papers in SAARMSTE over the last 20 years supports the finding of the other review papers in this Special Issue: that there has been substantial growth of attention to EGM since 2013. However, two distinctions are marked when looking at conference papers rather than journal papers. Firstly, there is a particularly large expansion of work in the last 5 years, with a broadening base of participation in this work. Second, looking across all the formats of conference presentations indicates SAARMSTE's role in supporting and building EGM as a key focus of research attention, and bringing together regional and international groups with interests in this area. Given that conference proceedings usually offer a broader picture of emerging interests than journal papers, we reflect on the range of foci of attention within EGM in the SAARMSTE Proceedings, and trends within this. These trends also help us to point to areas that are likely to be of key interest in the next decade. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
47. Improving Student Reading. Idea Paper No. 26.
- Author
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Kansas State Univ., Manhattan. Center for Faculty Evaluation and Development in Higher Education., Maleki, Razieh B., and Heerman, Charles E.
- Abstract
This paper focuses on methods to improve the reading abilities of college students. A list of five elements college instructors (who are not reading specialists) should establish in a content reading agenda is offered; (1) an instructional basis for the reading process which will work for them; (2) content literacy environments; (3) insights into the skill level characteristics of readers; (4) working relationships with the campus reading program; and (5) inclusion of reading strategies in their content instruction. Stating that students must know the purpose of the course and understand what is to be done with the information provided through lectures and textbook reading assignments to successfully interact with the text, the paper offers methods of establishing the five elements suggested. Also addressed are the unique challenges of social science, mathematical, and scientific reading instruction. The paper concludes with a brief summary and suggestions for collaboration between the content specialist and the reading staff. (Contains 55 references.) (CR)
- Published
- 1992
48. Out of School Activities during Primary School and KS2 Attainment. Centre for Longitudinal Studies Working Paper 2016/1
- Author
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University College London (UCL), Institute of Education (IOE), Economic and Social Research Council (England), Chanfreau, Jenny, Tanner, Emily, Callanan, Meg, Laing, Karen, Skipp, Amy, and Todd, Liz
- Abstract
The aims of this working paper were to investigate whether taking part in out of school activities during primary school is linked with end of primary school attainment and social, emotional and behavioural outcomes, for all children and specifically for children from economically disadvantaged backgrounds. The analysis is based on the Millennium Cohort Study (MCS) survey data linked to administrative data holding the cohort children's Key Stage 1 (KS1) and Key Stage 2 (KS2) attainment scores. In addition to looking at KS2 attainment (total point score, English and maths) we also investigated social, emotional and behavioural outcomes using the Strengths and Difficulties Questionnaire (SDQ) total difficulties and prosocial skills scores. The results presented in this paper are based on logistic and multiple linear regression analysis. Results showed that sports clubs and "other" (unspecified) club participation was positively associated with attainment outcomes at age 11, when controlling for prior attainment. Participating in organised sports or physical activity was also positively linked to social, emotional and behavioural outcomes. Among disadvantaged children, after school club emerged as the only organised activity linked to child outcomes; participation was linked to both higher KS2 attainment and prosocial skills. The implications of these findings for further research, policy and practice are discussed. Appended to the report are: (1) KS2 Attainment regression tables; and (2) SDQ outcomes regression tables. A bibliography is included.
- Published
- 2016
49. The Strange Tale of Newton's Papers
- Author
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Dry, Sarah
- Published
- 2015
50. An Early Algebra Approach to Pattern Generalisation: Actualising the Virtual through Words, Gestures and Toilet Paper
- Author
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Ferrara, Francesca and Sinclair, Nathalie
- Abstract
This paper focuses on pattern generalisation as a way to introduce young students to early algebra. We build on research on patterning activities that feature, in their work with algebraic thinking, both looking for sameness recursively in a pattern (especially figural patterns, but also numerical ones) and conjecturing about function-based relationships that relate variables. We propose a new approach to pattern generalisation that seeks to help children (grades 2 and 3) work both recursively and functionally, and to see how these two modes are connected through the notion of variable. We argue that a crucial change must occur in order for young learners to develop a flexible algebraic discourse. We draw on Sfard's (2008) communication approach and on Châtelet's (2000) notion of the "virtual" in order to pursue this argument. We also root our analyses within a new materialist perspective that seeks to describe phenomena in terms of "material entanglement," which include, in our classroom research context, not just the children and the teacher, but also words, gestures, physical objects and arrangements, as well as numbers, operations and variables.
- Published
- 2016
- Full Text
- View/download PDF
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