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Now showing 1 - 5 of 2028
  • Publication
    FAIR Assessment Checklist for Data Repositories
    (University of Pennsylvania, 2024-01-25) Phegley, Lauren
    This assessment checklist is intended to support data repository managers who want to evaluate their repositories FAIR enabling practices. The FAIR checklist is provided as a guide to evaluating current implementation and future actions to make a repository FAIR enabling. The intention of this checklist is to allow for honest evaluation of concrete ways to be FAIR enabling, rather than admonishment for lack of adoption.
  • Publication
    Facilitating Collaborative Discussions around Video Artifacts of Mathematics Teaching
    (Consortium for Policy Research in Education, 2024) Caroline B. Ebby
    This paper traces the development of responsive facilitation practices in online teacher communities focused on analyzing video artifacts of K-8 mathematics instruction. The study was part of the Responsive Math Teaching project, a research-practice partnership focused on improving mathematics instruction in a network of 14 under-resourced urban elementary schools. As part of the model for the development of instructional leadership, grade-level Collaborative Lesson Design groups engaged in regular cycles where they met online to plan a lesson, enacted that lesson in their classrooms, and then met again to debrief. Each group was composed of a university-based mentor, novice teacher leaders who were learning to facilitate the sessions, and teacher participants. Drawing on a situated perspective, we explored the following questions: What is involved in facilitating the sharing of video artifacts in online teacher learning communities? What are the component responsive facilitation practices? How do developing leaders use of those practices develop over time? We draw on our analysis to develop a framework that articulates how teacher leaders learned to facilitate discussions in ways that built on teacher knowledge, experiences, and contributions while also focusing on a professional learning goal. Paper Presented at the 2023 Annual Meeting of the American Educational Research Association
  • Publication
    Data Dictionary Blank Template
    (2023-10) Phegley, Lauren
    This is a blank data dictionary template intended to assist researchers with documenting the variables, structure, content, and layout of their datasets. A good data dictionary has enough information about each variable for it to be self explanatory and interpreted properly by someone outside of the original research group. There are two different file types for the data dictionary avaliable, a Excel file (.xslx) and a .csv file. The Excel file has both the template and the field descriptions on different sheets, while the .csv template and field descriptions are seperated into two csv's. This is because csv's do no allow for multiple sheets in one file. The template section provides you with commonly required columns that are necessary to fully define your data. The field descriptions section is where you define the column headers and possible values that can be entered. There is an example in the first row that can be deleted for you to enter in your own data. This template is build off of the Ag Data Commons "Data Dictionary - Blank Template" from the United States Department of Agriculture (https://data.nal.usda.gov/data-dictionary-blank-template) [no longer accessible online as of 2023-12-18].
  • Publication
    Physics 5516: Electromagnetic Phenomena (Fall 2023)
    (2023-11-14) Nelson, Philip C
    These course notes are made publicly available in the hope that they will be useful. All reports of errata will be gratefully received. I will also be glad to hear from anyone who reads them, whether or not you find errors: pcn@upenn.edu.
  • Publication
    Assessing the Efficacy of Learning Trajectory-Oriented Formative Assessment
    (Consortium for Policy Research in Education, 2023) Caroline B. Ebby
    Developing early number sense and additive reasoning is crucial for academic success. This report examines the impact of the Ongoing Assessment Project (OGAP) on PreK-3 student learning in a large urban district, focusing on the effectiveness of learning trajectory-oriented formative assessment in enhancing mathematics education. OGAP aims to enhance teachers’ capacity to employ research-based student learning trajectories for informed, tailored instruction. The study investigates the impact of one year of OGAP teacher professional development on PreK-3 student math performance, considering the challenges posed by the COVID-19 pandemic, school closures, and the prior year’s remote learning. Impacts of the intervention were assessed via a quasi-experimental design. The study compares the students in the school where teachers received OGAP training to students in a demographically similar matched sample of schools. Teachers who participated in OGAP training reported substantial positive changes in instructional practices. Findings indicate that students in OGAP classrooms outperformed their peers, particularly in basic number knowledge and fact fluency as measured by the STAR curriculum-based measures, but not on the more comprehensive TEMA-3 assessment. These findings offer valuable insights into the relationship between OGAP’s professional development and student outcomes in early math education, especially in the context of a challenging school year. Long-term impacts will be explored in the second and third phase of the implementation.