NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Middle School Students' Conceptual Understanding of Equations: Evidence From Writing Story Problems. WCER Working Paper No. 2009-3
PDF on ERIC Download full text
Alibali, Martha W.; Kao, Yvonne S.; Brown, Alayna N.; Nathan, Mitchell J.; Stephens, Ana C. – Wisconsin Center for Education Research (NJ1), 2009
This study investigated middle school students' conceptual understanding of algebraic equations. Participants in the study--257 sixth- and seventh-grade students--were asked to solve one set of algebraic equations and to generate story problems corresponding with another set of equations. Structural aspects of the equations, including the number…
Descriptors: Mathematical Concepts, Algebra, Secondary School Mathematics, Grade 6
Instituting Change in Classroom Discourse Structure: Human and Computer-Based Motif Analysis. WCER Working Paper No. 2009-1
Direct linkDirect link
Nathan, Mitchell J.; Kim, Suyeon; Grant, Timothy S. – Wisconsin Center for Education Research (NJ3), 2009
We compared the structure of discussions in a middle school mathematics classroom before (Year 1) and after (Year 2) teacher participation in professional development activities aimed at enhancing students' participation and the co-construction of mathematical ideas. Changes in the role of teacher and student were accompanied by identifiable…
Descriptors: Teacher Participation, Faculty Development, Middle School Students, Secondary School Mathematics
What Gesture and Speech Reveal about Students' Interpretations of Cartesian Graphs: Perceptions Can Bound Thinking. WCER Working Paper No. 2006-2
PDF on ERIC Download full text
Nathan, Mitchell J.; Bieda, Kristen N. – Wisconsin Center for Education Research (NJ1), 2006
This study investigates middle school mathematics students' views and interpretations of graphical representations as they use graphs to answer algebraic questions--specifically, questions that require them to extrapolate information from graphs. From data gathered in videotaped interviews, students' verbal responses were analyzed as well as any…
Descriptors: Graphs, Student Attitudes, Middle Schools, Mathematics Instruction
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom. WCER Working Paper No. 2006-6
PDF on ERIC Download full text
Nathan, Mitchell J.; Eilam, Billie; Kim, Suyeon – Wisconsin Center for Education Research (NJ1), 2006
Theories of learning in social settings, no matter their philosophical orientation, must address issues of intersubjectivity (IS). This paper starts with the premise that IS is a fundamental and unavoidable aspect of social interaction, and that understanding its nature is necessary for developing reliable theories of socially mediated learning…
Descriptors: Learning Theories, Interpersonal Relationship, Interaction, Educational Research
The New Instructional Leadership: Creating Data-Driven Instructional Systems in Schools. WCER Working Paper No. 2005-9
PDF on ERIC Download full text
Halverson, Richard; Prichett, Reid; Grigg, Jeffrey; Thomas, Chris – Wisconsin Center for Education Research (NJ1), 2005
The recent demand for schools to respond to external accountability measures challenges school leaders to create school instructional systems that use data to guide the practices of teaching and learning. This paper considers how local school leaders build data-driven instructional systems (DDIS) by developing new programs and using existing…
Descriptors: Instructional Leadership, Data, Instructional Systems, Decision Making
Value-Added Indicators: Do They Make an Important Difference? Evidence from the Milwaukee Public Schools. WCER Working Paper No. 2003-5
PDF on ERIC Download full text
Meyer, Robert H. – Wisconsin Center for Education Research (NJ1), 2003
This paper draws on mathematics achievement data from Milwaukee middle school students to illustrate the value-added approach to estimating school performance. Value-added indicators differ from traditional attainment indicators such as average test scores in that they are designed to capture the contribution of schools to growth in student…
Descriptors: Grade 7, Grade 8, Middle School Students, Scores