Notice2023-00897
Agency Information Collection Activities; Comment Request; Visual Representations for Proportional Reasoning: Impacts of a Teacher Professional Development Program for Multilingual Learners and Other Students
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
January 19, 2023
Issuing agencies
Education Department
Abstract
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a new information collection request (ICR).
Full Text
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<title>Federal Register, Volume 88 Issue 12 (Thursday, January 19, 2023)</title>
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[Federal Register Volume 88, Number 12 (Thursday, January 19, 2023)]
[Notices]
[Pages 3397-3398]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-00897]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0006]
Agency Information Collection Activities; Comment Request; Visual
Representations for Proportional Reasoning: Impacts of a Teacher
Professional Development Program for Multilingual Learners and Other
Students
AGENCY: Institute of Education Sciences (IES), Department of Education
(ED).
ACTION: Notice.
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SUMMARY: In accordance with the Paperwork Reduction Act (PRA) of 1995,
the Department is proposing a new information collection request (ICR).
DATES: Interested persons are invited to submit comments on or before
March 20, 2023.
ADDRESSES: To access and review all the documents related to the
information collection listed in this notice, please use <a href="http://www.regulations.gov">http://www.regulations.gov</a> by searching the Docket ID number ED-2023-SCC-0006.
Comments submitted in response to this notice should be submitted
electronically through the Federal eRulemaking Portal at <a href="http://www.regulations.gov">http://www.regulations.gov</a> by selecting the Docket ID number or via postal
mail, commercial delivery, or hand delivery. If the <a href="http://regulations.gov">regulations.gov</a>
site is not available to the public for any reason, the Department will
temporarily accept comments at <a href="/cdn-cgi/l/email-protection#a8e1ebecc7cbc3cddce5cfdae8cdcc86cfc7de"><span class="__cf_email__" data-cfemail="7f363c3b101c141a0b32180d3f1a1b51181009">[email protected]</span></a>. Please include the
docket ID number and the title of the information collection request
when requesting documents or submitting comments. Please note that
comments submitted after the comment period will not be accepted.
Written requests for information or comments submitted by postal mail
or delivery should be addressed to the Manager of the Strategic
Collections and Clearance Governance and Strategy Division, U.S.
Department of Education, 400 Maryland Ave. SW, LBJ, Room 6W203,
Washington, DC 20202-8240.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Janelle Sands, 202-245-6786.
SUPPLEMENTARY INFORMATION: The Department, in accordance with the
Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 3506(c)(2)(A)),
provides the general public and Federal agencies with an opportunity to
comment on proposed, revised, and continuing collections of
information. This helps the Department assess the impact of its
information collection requirements and minimize the public's reporting
burden. It also helps the public understand the Department's
information collection requirements and provide the requested data in
the desired format. The Department is soliciting comments on the
proposed information collection request (ICR) that is described below.
The Department is especially interested in public comment addressing
the following issues: (1) is this collection necessary to the proper
functions of the Department; (2) will this information be processed and
used in a timely manner; (3) is the estimate of burden accurate; (4)
how might the Department enhance the quality, utility, and clarity of
the information to be collected; and (5) how might the Department
minimize the burden of this collection on the respondents, including
through the use of information technology. Please note that written
comments received in response to this notice will be considered public
records.
Title of Collection: Visual Representations for Proportional
Reasoning: Impacts of a Teacher Professional Development Program for
Multilingual Learners and Other Students.
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and households; State,
local, and Tribal governments.
Total Estimated Number of Annual Responses: 36,784.
Total Estimated Number of Annual Burden Hours: 11,281.
Abstract: This submission is a request for approval of data
collection activities that will be used to support the Northeast and
Islands Regional Educational Laboratory (REL) Visual Representations
for Proportional Reasoning: Impacts of a Teacher Professional
Development Program for Multilingual Learners and Other Students. The
study is being funded by the Institute of Education Sciences (IES) U.S.
Department of Education and is being implemented by Education
Development Center (EDC) and its subcontractor, American Institutes for
Research (AIR). This submission requests approval to recruit schools
for the study, and administer measures to teachers and students.
This study aims to contribute to the evidence base on professional
development associated with improved student outcomes for multilingual
learners (MLLs) in mathematics. The Visual Access to Mathematics
Professional Development (VAM PD) leverages recent and rigorous
evidence on the importance of visual representations (VRs) and
integrates
[[Page 3398]]
language and content to support MLLs in proportional reasoning.
Proportional reasoning content is a major emphasis in grade 7 math
content standards in most U.S. states, and is fundamental to success in
subsequent mathematics coursework. Prior research has demonstrated
positive impacts of the Visual Access to Mathematics Professional
Development (VAM PD) on teacher outcomes (DePiper, et al., 2021b, Louie
et al., 2022, DePiper et al., 2019 & DePiper, et al., 2021a). This
study will fill the gap in information about how VAM PD impacts student
outcomes. In the current study, we will collect pre- and post-data from
both teachers and students to examine what impact the VAM PD has on
student learning. Teachers in participating schools will be assigned
randomly to either a treatment or control group. Both groups will
complete (1) a measure of mathematical content knowledge, (2) a measure
of teacher ability to analyze student work, and (3) a brief survey/
questionnaire about instructional practices in fall 2023 and again in
spring 2024. Students taught by teachers in both conditions will
complete (1) a measure of mathematical content knowledge, (2) three
items related to VRs, and (3) a survey regarding attitudes toward
mathematics. Data collected will be summarized and analyzed using
multilevel modeling to understand the efficacy of the VAM PD on both
teacher and student level outcomes.
Dated: January 12, 2023.
Juliana Pearson,
PRA Coordinator, Strategic Collections and Clearance, Governance and
Strategy Division, Office of Chief Data Officer, Office of Planning,
Evaluation and Policy Development.
[FR Doc. 2023-00897 Filed 1-18-23; 8:45 am]
BILLING CODE 4000-01-P
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