ethanporcaro/eric-fulltext-meta huggingface dataset:
Texas Literacy Initiative Staff Survey Summary, Coaches/Specialists&apos; Responses, Fall 2014. DRE Publication 14.30b RB
Author: Bell, Christian M.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Districts,Literacy Education,Early Childhood Education,School Readiness,Reading Consultants,Coaching (Performance),Faculty Development,Reading Instruction,Writing Instruction,Educational Needs,Educational Benefits

The Texas Literacy Initiative (TLI) was first implemented in Austin Independent School District during the 2012-2013 school year. This report summarizes Fall 2014 survey responses from coaches and specialists at TLI campuses.
Measuring Representation of Race, Gender, and Age in Children&apos;s Books: Face Detection and Feature Classification in Illustrated Images
Author: Szasz, Teodora
Date: 2022-01-00
Type: Speeches/Meeting Papers
Subjects: Childrens Literature,Books,Artificial Intelligence,Race,Sex,Age,Illustrations,Photography,Social Influences,Measurement Techniques,Social Bias,Racial Bias,Gender Bias,Prediction,Classification

Images in children's books convey messages about society and the roles that people play in it. Understanding these messages requires systematic measurement of who is represented. Computer vision face detection tools can provide such measurements; however, state-of-the-art face detection models were trained with photographs, and 80\% of images in children's books are illustrated; thus existing methods both misclassify and miss classifying many faces. In this paper, we introduce a new approach to analyze images using AI tools, resulting in data that can assess representation of race, gender, and age in both illustrations and photographs in children's books. We make four primary contributions to the fields of deep learning and social sciences: (1) We curate an original face detection data set (IllusFace 1.0) by manually labeling 5,403 illustrated faces with bounding boxes. (2) We train two AutoML-based face detection models for illustrations: (i) using IllusFace 1.0 (FDAI); (ii) using iCartoon, a publicly available data set (FDAI_iC), each optimized for illustrated images, detecting 2.5 times more faces in our testing data than the established face detector using Google Vision (FDGV). (3) We curate a data set of the race, gender, and age of 980 faces manually labeled by three different raters (CBFeatures 1.0). (4) We train an AutoML feature classification model (FCA) using CBFeatures 1.0. We compare FCA with the performance of another AutoML model that we trained on UTKFace, a public data set (FCA_UTK) and of an established model using FairFace (FCF). Finally, we examine distributions of character identities over the last century across the models. We find that FCA is 34% more accurate than FCF in its race predictions. These contributions provide tools to educators, caregivers, and curriculum developers to assess the representation contained in children's content. [This paper was published in: &quot;Proceedings of the IEEE/CVF Winter Conference on Applications of Computer Vision (WACV),&quot; 2022, pp. 462-471.]
Labor Market Frictions and Production Efficiency in Public Schools
Author: Kim, Dongwoo
Date: 2017-07-00
Type: Reports - Research
Subjects: Labor Market,Faculty Mobility,Public School Teachers,Productivity,Costs,Mathematics Achievement,Reading Achievement,Geographic Regions,School Location,State Policy,Teacher Certification,Retirement Benefits,Proximity

State-specific licensing policies and pension plans create mobility costs for educators who cross state lines. We empirically test whether these costs affect production in schools--a hypothesis that follows directly from economic theory on labor frictions--using geocoded data on school locations and state boundaries. We find that achievement is lower in mathematics, and to a lesser extent in reading, at schools that are more exposed to state boundaries. A detailed investigation of the selection of schools into boundary regions yields no indication of systematic differences between boundary and non-boundary schools along other measured dimensions. Moreover, we show that cross-district labor frictions do not explain state boundary effects. Our findings are consistent with the hypothesis that mobility frictions in educator labor markets near state boundaries lower student achievement. [This paper was published in &quot;Economics of Education Review&quot; v60 p54-67 2017.]
Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners
Author: Amendum, Steven J.
Date: 2017-00-00
Type: Reports - Research
Subjects: Intervention,Reading Instruction,Faculty Development,Web Based Instruction,Randomized Controlled Trials,Coaching (Performance),English Language Learners,Control Groups,Experimental Groups,Feedback (Response),Effect Size,Reading Difficulties,Elementary School Students,Instructional Effectiveness,Teaching Methods,Achievement Gains,Reading Achievement

The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners (ELs). Participants for the current study were drawn from a larger three-year randomized controlled trial and included 108 ELs from 47 classrooms randomly assigned to treatment and control conditions. Teachers in treatment classrooms used the TRI in one-on-one sessions in the regular classroom for approximately 15 minutes per day. Weekly, and later biweekly, webcam coaching sessions between a TRI coach and each classroom teacher allowed the coach to interact with both the teacher and students in real time and allowed classroom teachers to receive real-time feedback from the coach. Two-level hierarchical linear models suggested that ELs struggling with learning to read in intervention classrooms significantly outperformed their peers in control classrooms on word-level measures of early reading, with effect sizes of 0.43 and 0.45, but not on text-level measures. Results also suggested that ELs struggling with learning to read were gaining at the same rate as their nonstruggling peers but were unable to catch up within the study year. [This paper was published in &quot;Reading Research Quarterly&quot; v53 n2 p155-174 2017 (EJ1174309).]
Entitlement at School: Linking Noncompliance to Academic Entitlement
Author: Smith, Lili Michelle
Date: 2021-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: College Students,Student Attitudes,Student Characteristics,Compliance (Psychology),Trauma,Early Experience,Gender Differences,Full Time Students,Part Time Students,Personality Traits,Discipline,Referral,Student Behavior,Antisocial Behavior,Personality Measures

This work examined the relationship between academic entitlement and noncompliance among college students using trauma or adverse childhood experiences to moderate the relationship. Additionally, this study explored how gender, enrollment type (full-time vs. part-time), and type of student (residential vs. online) impacted noncompliance. This study was comprised of 149 participants from Liberty University that were at least 18+ years of age and an undergraduate or graduate student. Using a quantitative research design, participants completed the following self-report measures: demographics questionnaire, HEXACO-PI-R personality domains honesty-humility, and Adverse Childhood Experiences Survey. Logistic regression analyses were conducted, and the results of the study indicate a low, positive, statistically insignificant relationship exists between academic entitlement and noncompliance. Additionally, no moderating effect between academic entitlement, adverse childhood experiences, and noncompliance was found. Gender was negatively correlated with adverse childhood experiences, while enrollment type was negatively correlated with academic entitlement. The type of student was negatively correlated with academic entitlement, adverse childhood experiences, and noncompliance. Recommendations for further research include exploring academic entitlement with other forms of noncompliance and trauma, as well as differences in religious beliefs.
Teaching English for Polytechnic Purposes: Guidelines for an Integrated, Communicative Approach
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Outcomes of Education,Teaching Methods,Language Proficiency,Technology Education,Higher Education,Undergraduate Students,Engineering Education,Prior Learning,Language Skills,Course Content,Student Needs,Economics Education,Chemistry,Majors (Students),Course Objectives,Grammar,Textiles Instruction

To help ESP college instructors improve the English curriculum taught at polytechnic institutes, colleges and universities, the current study proposes a model for designing English for Polytechnic Purposes (EPP) courses for undergraduate students majoring in mechanical engineering, chemistry, technology, economics, textile industry and other applied sciences. It aims to show instructors the following: how to identify students' needs; how to assess students' proficiency level in English; how to define the EPP learning outcomes (course objectives); how to identify the language skills and language elements that should be taught to a particular group of students; how to select technical terms and topics related to the students' area of specialization; how to select the course content and material to be used; how to integrate the content and skills while teaching, i.e., how to teach content and listening skills, content and speaking skills, content and reading skills, content and writing skills, content and technical terms, content and grammar, and how to integrate current global events in the course; how to develop students' prior knowledge in their area of specialization; teaching students how to search for information in online resources; the types of technologies that can be integrated in EPP instruction; the kind of assignments, practice and application activities to give to the students and assessment.
Mitigating Data Scarceness through Data Synthesis, Augmentation and Curriculum for Abstractive Summarization
Author: Magooda, Ahmed
Date: 2021-11-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Synthesis,Documentation,Models,Curriculum,Sampling,Training

This paper explores three simple data manipulation techniques (synthesis, augmentation, curriculum) for improving abstractive summarization models without the need for any additional data. We introduce a method of data synthesis with paraphrasing, a data augmentation technique with sample mixing, and curriculum learning with two new difficulty metrics based on specificity and abstractiveness. We conduct experiments to show that these three techniques can help improve abstractive summarization across two summarization models and two different small datasets. Furthermore, we show that these techniques can improve performance when applied in isolation and when combined. [This paper was published in: &quot;Findings of the Association for Computational Linguistics: EMNLP 2021,&quot; Association for Computational Linguistics, 2021, pp. 2043-2052.]
Exploring Multitask Learning for Low-Resource Abstractive Summarization
Author: Magooda, Ahmed
Date: 2021-11-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Synthesis,Documentation,Training,Classification,Sampling,Models,Prediction,Transfer of Training

This paper explores the effect of using multitask learning for abstractive summarization in the context of small training corpora. In particular, we incorporate four different tasks (extractive summarization, language modeling, concept detection, and paraphrase detection) both individually and in combination, with the goal of enhancing the target task of abstraction summarization via multitask learning. We show that for many task combinations, a model trained in a multitask setting outperforms a model trained only for abstractive summarization, with no additional summarization data introduced. Additionally, we do a comprehensive search and find that certain tasks (e.g. paraphrase detection) consistently benefit abstractive summarization, not only when combined with other tasks but also when using different architectures and training corpora. [This paper was published in: &quot;Findings of the Association for Computational Linguistics: EMNLP 2021,&quot; Association for Computational Linguistics, 2021, pp. 1652-1661.]
An Overlooked Benefit of OER: Showing Students We Care
Author: Levy, Dawn
Date: 2022-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Technology Uses in Education,College Instruction,College Students,Caring,Media Selection,Student Attitudes,Learner Engagement,Teacher Student Relationship

Advances in technology and cultural shifts towards a more open sharing of information afford college instructors additional methods to establish a powerful teacher-student connection. By creating and curating Open Educational Resources (OER) for students, instructors customize the learning experience for their students and show them that they care about student success. Human connection is a critical part of the learning process and students are more likely to be engaged, participate, and perform better in a course when they feel that their instructor cares about them. Sharing and explaining to students the time, care, and effort that are spent by instructors curating OER material might have a tremendous impact on students' attitude and engagement with the subject.
English Proficiency and Literary Competence of English Major Students: Predictor for Effective Language and Literature Teaching
Author: Armea, Aires P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy Education,Language Proficiency,English Literature,Second Language Learning,Second Language Instruction,English (Second Language),Majors (Students),Undergraduate Students,Correlation,Reading Skills,Teaching Methods,Instructional Effectiveness,Language Tests,Rating Scales,Language of Instruction,Foreign Countries,Grammar

The study aimed to determine the English proficiency and literary competence of English major students of CBSUA-Sipocot. The third and fourth-year college students were the respondents of the study. The evaluative-correlational method was employed in the research. Frequency count and percentage technique were used to describe levels of proficiency of the students, while Pearson Product Moment Correlation was used to determine if there was a significant relationship between the two variables. The researcher-made test validated by language experts was used to test the students' English proficiency and literary competence. Data disclosed that the general English proficiency level of the students was approaching proficient. Meanwhile, their literary competence and textual and conceptual knowledge were both approaching competent, while their literary reading skills were considered developing competent. Furthermore, the statistical data revealed a significant relationship between the students' English proficiency and literary competence. Hence, the pedagogical shift in delivering language and literature as separate discourses to interfacing the two fields may be adopted by the teachers in promoting effective language and literature teaching. Moreover, creative and innovative activities that link the two discourses may be given more to the learners.
Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education
Author: Haerazi
Date: 2022-11-00
Type: Journal Articles
Subjects: Intercultural Communication,Multilingualism,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Cultural Awareness,Global Approach,Teacher Attitudes,Language Teachers,Instructional Materials,Communicative Competence (Languages),Social Values,Foreign Countries

In intercultural and transcultural communication contexts within multilingual education, English learners should be able to communicate and interact with other people who have a different linguistic and cultural backgrounds. For this reason, intercultural content should be incorporated in EFL textbooks to promote learners' intercultural competencies and communication skills. The contents are designed to contain Anglo American and British cultural dimensions and learners' home and foreign cultures. It is to prepare learners to become global citizens. The principal aim of this study is to investigate how teachers apply English textbooks to promote learners' intercultural competencies and intercultural communicative skills within multilingual education. It is a qualitative study consisting of three main data gathering methods: semi-structured interviews, classroom observations, and group discussions. Given the research data focusing on teachers' English textbook practices, researchers play a role within multiple realities. The data were collected using semi-structured interviews, classroom observations, and group discussion to gather the research data. This article showed that intercultural representations incorporated in EFL textbooks are used as useful resources for helping learners develop their intercultural competences and communication skills. Also, the ways teachers carry out their teaching in the classes are measured. This study shows that the teachers employ EFL textbooks effectively with utilizing potential teaching materials containing cultural values to promote learners' intercultural competences and communicative skills within multilingual education. This study also suggests that English teachers need reinforcement in multilingual education.
Challenges to Implement Active Learning in Amhara Region Police College, Amhara Regional State, Ethiopia
Author: Yenyet, Kefialew
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Active Learning,Police Education,Colleges,Student Attitudes,Learner Engagement,Class Size,Barriers,Instructional Materials,Educational Equipment

The main purpose of this study was to assess the current practices and challenges of active learning in Amhara Region Police College in teaching police science. To congregate the objective of the study, mixed research design was employed. Simple random sampling for cadets and census method for instructors' was used to select cadets and instructors of Amhara Region Police College. Quantitative data were collected from cadets and instructors using structured and pretested questionnaire. The academic director and research department head were interviewed using interview guide. Data analysis was done in three phases. First, analysis of the quantitative data was done in SPSS Version 24 and percentages, means and a frequency, second, qualitative data was analyzed considering the research question, by using descriptive which is a deductive approach. Finally, quantitative and qualitative results were merged. The findings indicated that almost all instructors and cadets had awareness about active learning. Sometimes instructors are practicing active learning but the level of their practice was not satisfactory. Large class size, lack of administrative support, lack of materials or equipment needed to support active learning and cadets lack of interest on active learning methods were rated as the factors that have been negatively affecting the practice of active learning in Amhara Region Police College. Thus, it is critically important that instructors should be committed to discharge their roles to exercise active learning, the administration of the college and other stakeholders should design and implement a mechanism to monitor the practice of active learning, the concerned bodies of the college should design different mechanisms to avoid these problems by appropriately allocating the time, revising crowded materials and avoiding large and unnecessary contents to practice active learning in Amhara Region Police College.
Patterns of Graffiti Behaviour among In-School Adolescents in Ilorin Metropolis, Kwara State
Author: Adio, Saliu Wahab
Date: 2021-00-00
Type: Journal Articles
Subjects: Antisocial Behavior,Foreign Countries,Secondary School Students,Student Behavior

Graffiti is one of the salient and less recognized deviant behavours in schools and among the research scholars, particularly in Nigeria. In view of this, this study investigated the patterns of graffiti behaviour among in-school adolescents in Ilorin metropolis, Kwara State. The study followed the descriptive survey design; using a proportionate sampling technique to select 390 respondents. The instrument used was a self-designed &quot;Patterns of Graffiti Behaviour Questionnaire&quot; with Cronbach reliability coefficient of 0.81. About 74 copies of the questionnaire were not returned; while 126 copies were wrongly filled; hence, 200 copies of the questionnaire were included in data analysis. Percentage, t-test and Analysis of Variance (ANOVA) statistics were the data analyses tools employed in this study. The results showed that inscription on the school toilet walls, drawing sex organ on toilet walls and drawing of a female's breast on school wall to communicate sexual harassment are the topmost patterns of graffiti behaviour among in-school adolescents in Ilorin metropolis. The hypotheses tested indicated that (gender, age and family; p=0.10; 0.08 and 0.16&gt;0.05) have no significant influence on the patterns of graffiti behaviour among the respondents. Sequel to the outcome of this research, relevant recommendations were provided.
Elementary Dual Language Teachers: Employee Survey Responses, Spring 2016. Opinions about Dual Language Models and Instruction. Publication 15.57 RB
Author: Doolittle, Martha
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Elementary School Teachers,Bilingual Teachers,School Districts,Bilingual Education,Teaching Models,Language of Instruction,Native Language,Second Languages,Teaching Methods,Instructional Materials,English Language Learners

This report summarizes Austin Independent School District elementary dual language teachers' Spring 2016 survey results. Teachers were asked about different aspects of the district's dual language models, instructional practices, and support.
Elementary Teacher&apos;s Feedback on the Dual Language Program, 2016-2017, Austin Independent School District. Publication 16.23
Author: Orr, Aline
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: School Districts,Bilingual Education,Language Teachers,Teacher Attitudes,Program Effectiveness,Elementary School Teachers,Barriers,Spanish,Vietnamese,English (Second Language),Language of Instruction,Native Language,Second Language Learning,Language Proficiency,Professional Development,Educational Resources

This report summarizes Austin Independent School District dual language teachers' feedback that was collected individually or during focus groups in the fall and winter of 2016-2017. Teachers gave their opinions about program components and suggestions for how to improve the program.