Notice2023-06393
Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; 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
March 28, 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 59 (Tuesday, March 28, 2023)</title>
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[Federal Register Volume 88, Number 59 (Tuesday, March 28, 2023)]
[Notices]
[Pages 18303-18304]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-06393]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0006]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; 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).
[[Page 18304]]
DATES: Interested persons are invited to submit comments on or before
April 27, 2023.
ADDRESSES: Written comments and recommendations for proposed
information collection requests should be submitted within 30 days of
publication of this notice. Click on this link <a href="http://www.reginfo.gov/public/do/PRAMain">www.reginfo.gov/public/do/PRAMain</a> to access the site. Find this information collection request
(ICR) by selecting ``Department of Education'' under ``Currently Under
Review,'' then check the ``Only Show ICR for Public Comment'' checkbox.
<a href="http://Reginfo.gov">Reginfo.gov</a> provides two links to view documents related to this
information collection request. Information collection forms and
instructions may be found by clicking on the ``View Information
Collection (IC) List'' link. Supporting statements and other supporting
documentation may be found by clicking on the ``View Supporting
Statement and Other Documents'' link.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Janelle Sands, (202) 245-6786.
SUPPLEMENTARY INFORMATION: 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: New ICR.
Respondents/Affected Public: Individuals or Households; State,
Local, and Tribal Governments; Federal Government.
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 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: March 23, 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. 2023-06393 Filed 3-27-23; 8:45 am]
BILLING CODE 4000-01-P
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