ethanporcaro/eric-fulltext-meta huggingface dataset:
Knowledge-Based Approach to Adaptive Selection of Equipment for Teaching Robotics
Author: Mazurok, Tetiana
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Robotics,Equipment,Higher Education,Secondary Education,Programming,Information Science,Extracurricular Activities

Innovations and progress in teaching, introduction of new academic disciplines in the curricula, changes in the paradigm of school education in Ukraine, the search for innovative tools, techniques and teaching methods, especially teaching STEAM create a good basis for teaching robotics. However, the organization of classes in robotics requires the creation of a special educational ecosystem, which important element is the technical base (equipment). It is not a secret, that administrative staff who sometimes even do not have required experience in technology are often engaged in the procurement of equipment and its selection. The current study was conducted to solve this problem, as well as to create a universal recommendation for creating an appropriate ecosystem for teaching robotics As part of the study, the task was to develop a prototype of an expert decision-making system for selecting of an appropriate equipment and zoning of a classroom (ICR) for conducting classes in robotics. Knowledge-oriented approach was used to create the prototype. [For the full proceedings, see ED619611.]
Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers&apos; Practices. Evaluation Report. NCEE 2022-006r
Author: Clark, Melissa
Date: 2022-06-00
Type: Reports - Research
Subjects: Coaching (Performance),Video Technology,Academic Achievement,Teaching Methods,Faculty Development,Elementary School Teachers,Teacher Effectiveness,Teaching Experience,Program Effectiveness,Mathematics Achievement,Grade 4,Grade 5,Classroom Environment,Program Length,Feedback (Response)

Helping teachers become more effective in the classroom is a high priority for educators and policymakers. A growing body of evidence suggests that individualized coaching focused on general teaching practices can improve teachers' instruction and student achievement. However, little is known about the benefits of specific approaches to coaching, including who is doing the coaching, how coaches observe teachers' instruction, and how or how often coaches provide feedback to teachers. This study examined one promising strategy for individualized coaching: professional coaches--rather than district or school staff--providing feedback to teachers based on videos of their instruction. Feedback based on videos gives teachers the opportunity to observe and reflect on their own teaching and allows coaches to show teachers specific moments from their teaching when providing feedback. For this study, about 100 elementary schools were randomly divided into three groups: one that received fewer highly structured cycles of focused professional coaching during a single school year (five cycles), one that received more (eight cycles), and one that continued with its usual strategies for supporting teachers. The study compared teachers' experiences and student achievement across the three groups to determine the effectiveness of the two versions of the coaching. Key findings include: (1) Five coaching cycles based on videos of teachers' instruction improved students' achievement, including for novice teachers and those with weaker classroom practices at the start of the study; (2) Eight cycles of coaching was not effective. Eight cycles of the coaching did not affect student achievement, perhaps because teachers had less time during each cycle to work on the practices being addressed; and (3) The study's coaching changed the type of feedback that teachers received. Compared to those who did not receive the study's coaching, teachers who received the coaching were more likely to report receiving feedback that focused on specific teaching practices, included strategies to use in their classrooms, and provided opportunities to observe and reflect on their teaching. [For the Study Highlights, see ED619740. For the appendix, see ED619742.]
Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers&apos; Practices. Study Highlights. NCEE 2022-006h
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Video Technology,Academic Achievement,Teaching Methods,Faculty Development,Elementary School Teachers,Teacher Effectiveness,Teaching Experience,Program Effectiveness,Mathematics Achievement,Grade 4,Grade 5,Classroom Environment,Program Length,Feedback (Response)

Helping teachers become more effective in the classroom is a high priority for school leaders and policymakers. This Study Highlights presents key findings from a study that examined a promising strategy for improving teachers' effectiveness: providing individualized coaching using videos of teachers' instruction for reflection, practice, and feedback. The coaching focused on general, rather than subject specific, teaching practices. [For the full report, see ED619739. For the appendices, see ED619742.]
Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers&apos; Practices. Appendix. NCEE-2022-006a
Author: Clark, Melissa
Date: 2022-06-00
Type: Reports - Research
Subjects: Coaching (Performance),Video Technology,Academic Achievement,Teaching Methods,Faculty Development,Elementary School Teachers,Teacher Effectiveness,Teaching Experience,Program Effectiveness,Mathematics Achievement,Grade 4,Grade 5,Classroom Environment

These are the appendices for the report &quot;Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices. Evaluation Report.&quot; This report examined a promising strategy for individualized coaching: professional coaches--rather than district or school staff--providing feedback to teachers based on videos of their instruction. Feedback based on videos gives teachers the opportunity to observe and reflect on their own teaching and allows coaches to show teachers specific moments from their teaching when providing feedback. For this study, 107 elementary schools were randomly divided into three groups: one that received fewer highly structured cycles of focused professional coaching during a single school year (five cycles), one that received more (eight cycles), and one that continued with its usual strategies for supporting teachers. The study compared teachers' experiences and student achievement across the three groups to determine the effectiveness of the two versions of the coaching. This document provides additional details on the coaching provided for the study, the approach to carrying out the study, and the findings presented in the report. The following three appendices are included: (1) The Study's Video-Base Coaching for Teachers; (2) Study Design, Data Collection, and Analytic Methods; and (3) Supplemental Exhibits and Information on Study Findings. [For the full report, see ED619739. For the Study Highlights, see ED619740.]
The Benefits of Teaching Self-Determination Skills to Very Young Students with Sensory Loss
Author: McKittrick, Lanya Lynn
Date: 2022-01-24
Type: Reports - Research
Subjects: Self Determination,Preschool Children,Elementary School Students,Barriers,Visual Impairments,Hearing Impairments,Blindness,Deafness,Preschool Education,Teaching Methods,Preschool Teachers,Elementary School Teachers,Specialists,Teacher Role,Self Advocacy,Foreign Countries,Cooperation,Daily Living Skills,Goal Orientation,Decision Making,Self Concept,Skill Development,Family School Relationship,Teamwork,Students with Disabilities

Students can become self-determined young adults with improved outcomes if they learn the necessary skills early. Participants in this qualitative study were seven teachers of the visually impaired or orientation and mobility specialists and seven teachers of students who are deaf or hard of hearing. The purpose of this qualitative research study was to gain an understanding of how self-determination skills are being taught to preschool- or elementary-age students with sensory loss and the barriers they face when teaching those skills. The following research questions were addressed in this study: (1) How do professionals who work with elementary-age students with sensory loss teach self-determination skills? (2) How do professionals who work with elementary-age students with sensory loss perceive their role in teaching self-determination skills? (3) What barriers to teaching self-determination skills do professionals who work with elementary-age students with sensory loss perceive? Results from this study show that professionals play different roles when teaching self-determination. Those roles are (a) helping and supporting students to build independence, (b) helping students become more self-aware, (c) facilitating opportunities for students to practice self-determination, and (d) collaborating with parents and other team members. The barriers fall into three broad categories: (a) difficulty collaborating with families, (b) lack of professional understanding of self-determination and how to teach it, and (c) language barriers (for students who are deaf or hard of hearing). Professionals and parents can benefit from starting to teach these skills to students at a younger age because it can make postsecondary transition easier. [The report was published by Lane of Inquiry: Deafblind Education Research &amp; Family Support.]
Evaluation of a Foster Youth Education Program: Preserving the Needs of a Local Evaluation While Satisfying Mandated Federal Requirements
Date: 2019-09-10
Type: Reports - Evaluative
Subjects: Foster Care,Graduation Rate,Academic Persistence,Program Evaluation,Academic Achievement,Intervention,Agency Cooperation,Cooperative Planning,Evaluation Methods,Partnerships in Education,Evaluators,Role,Program Effectiveness,Program Implementation,Fidelity,Student Attitudes,Staff Role,College Attendance,High School Students

The foster youth education program strives to increase graduation rates by improving academic performance and encouraging student retention through an innovative collaboration between tutors, social workers, and schools to provide individualized support. The pilot program was funded by U.S. Department of Education Innovation Funds, which evolving mandated research requirements. These mandates propelled the local evaluator into a new role as a facilitator between the program evaluation needs and those of the federal research needs. In order for the evaluation to meet the federal mandates, the program had to evolve beyond their current evaluation model and into a more comprehensive evaluation model that incorporated the needs of both the program and the research. Discussion of the results will include a lessons learned and offer facilitation strategies for evaluators to incorporate into their work. The reflections on the process of the planning and designing of the evaluation as well as the evolving role of the evaluator as an independent consultant having to serve as facilitator are relevant and important both to evaluators as well as program administrators, policy makers, and other stakeholders. In particular, this paper will provide reflections and implications of this evaluation which was unique in its partnership both in terms of the program delivery and the evaluation. The program was an innovative effort and new partnership between local and national government agencies, a community base organization, and several school districts. The reflections shared will be related to the role of the evaluators' values through the facilitation process in the planning and designing process. The issue of how evaluators can and should be forthright and transparent about the values promoted in their work is critical, given the political context and the vulnerable population being served. A related issue is of how the evaluator values may influence the choice of facilitation strategies during the planning and designing process. [The report was prepared for the Children Youth and Family Collaborative (CYFC) by the Center for Nonprofit Management.]
Intensive Intervention Practice Guide: Literacy Supports for Math Content Instruction for Students with Reading and Language Difficulty
Author: Zagata, Elizabeth
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Literacy,Mathematics Education,Mathematics Instruction,Reading Difficulties,Language Impairments,Students with Disabilities,Intervention,Comorbidity,Mathematics,Problem Solving,Elementary School Teachers,Secondary School Teachers,Academic Language,Reading Instruction,Writing Skills

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide provides three concrete strategies that can be used to support students with comorbid reading and math difficulty. By using schemas to support problem solving, focusing intentionally on math language, and creating opportunities for math writing, math educators, from elementary to high school, can better support students with reading needs in the math classroom. [Graphic services supported in part by EKS NICHD Grant #1P50HD103537-01 to the Vanderbilt Kennedy Center.]
Magnet and Its Application. Physics Education in Kindergarten
Author: Klim-Klimaszewska, Anna
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Magnets,Physics,Science Education,Preschool Education,Kindergarten,Preschool Children,Foreign Countries,Science Experiments,Teacher Role

It is generally accepted that education in the field of physics is possible only when one has received sufficient grounds for it. But physics is an attempt to understand the world around us. Everything one needs to study physics is an open mind and willingness to learn. It is also commonly thought that preschool-age children have a natural curiosity to figure out how the world functions. They focus not only on people but also on objects which they touch, taste, smell, throw into water, etc. Therefore, physics may be introduced as early as in kindergarten. Experiments in physics conducted together with a preschool group activate all analyzers, facilitate a more complete understanding of curricular contents, allow children to discover answers independently and to formulate conclusions. The research presents theoretical considerations regarding the nature of the class of physics conducted with preschool-age children and examples of practical solutions corresponding to physics-related activities performed in a group of 6-year-olds in the Self-Government Kindergarten at the School Complex in Lomazy. [For the full proceedings, see ED619611.]
Metacognitive Model for Developing Science, Technology and Engineering Functional Literacy
Author: Aberšek, Metka Kordigel
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,STEM Education,Scientific Literacy,Technological Literacy,Technology Education,Engineering Education,Instructional Effectiveness,Reading Strategies,Reading Comprehension,Reading Rate,Expository Writing,Technical Writing,Manufacturing,Creativity,Grade 6,Foreign Countries

Technology and engineering functional literacy should be intentionally developed in the school system -- like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive model for developing technology and engineering literacy (McM_T&amp;E), was developed, implemented and evaluated. The results of evaluation show that focusing on technology and engineering literacy in Technology and Engineering classes using the McM_T&amp;E model increases students' technology and engineering functional literacy. [For the full proceedings, see ED619611.]
One Chemistry -- Two Meanings. Science and Education: Comparative Analysis of the Roles, Presentation and Applications
Author: Lakhvich, Todar
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Chemistry,Science Education,Scientific Concepts,Philosophy,Models,Visual Aids,Aesthetics,Science Experiments,Secondary School Science,Animation,College Science,Age Differences

The comparative analysis of different meanings of Chemistry is carried out, taking in account philosophical, didactic, psychological and socio-cultural aspects. The issue is discussed in terms of the concurrent existence of two different subsystems referred both to Science and Education which can be found in presentations of chemistry knowledge. The study overviews researcher's findings made in the field of Science Philosophy and Chemistry Didactics. Theoretical study based on profound concepts from Science and Chemistry philosophy as well on few empiric researches carried out by researcher in the field of Chemistry Didactics. [For the full proceedings, see ED619611.]
Primary School Fourth Grade Students&apos; Ecological Attitude Diagnostics
Author: Lamanauskas, Vincentas
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Grade 4,Ecology,Student Attitudes,Conservation (Environment),Aesthetics,Ethics,Values,Foreign Countries,Gender Differences,Natural Resources,Wildlife,Knowledge Level

Ecological attitude education in primary school is both important and special. That way fundamental moral values of a young person are formed. Every day increasing ecological problems become much more diverse. It is important to develop a man able to perceive the current ecological situation and able to live in a harmonious interaction with nature. It is sought that ethical, aesthetical, psychological, juridical person's relationship with nature would become the criterion of culture. The formation of a positive relationship with the surrounding world, the environment remains a very significant element of education in a primary school. It is hopeful that the attitudes with respect to nature formed at this ontogenesis stage will remain for the whole life. In this context, it is very important to appropriately diagnose the current attitude structure and on the basis of diagnostics correspondingly organise the education process. In April 2019 a pilot research was carried out, in which 127 primary school fourth class students took part. It was stated that in the attitude structure of this age children, the aesthetic attitude was prevalent. The last according to the ranking was the ethical attitude. Correspondingly, in the second position was the cognitive, and in the third -- the pragmatic one. [For the full proceedings, see ED619611.]
Spreading School-Community Partnerships: Lessons from ExpandED Schools. ExpandED Schools National Demonstration: Year 5 Draft Report
Author: Russell, Christina A.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: School Community Relationship,Partnerships in Education,Community Organizations,Enrichment,Educational Planning,Program Implementation,Extended School Day,Change Agents,Educational Policy

The ExpandED Schools national demonstration was implemented in 12 schools from Baltimore, New Orleans, and New York City between the 2011-12 through 2015-16 school years. ExpandED Schools offer students more time for a balanced, well-rounded curriculum that supports individualized learning through school-community partnerships. In the ExpandED Schools approach, schools partner with community-based organizations to design a tailored plan for implementing high-quality, academic and enrichment learning opportunities guided by the core elements of the ExpandED Schools approach. In addition, a local intermediary organization provides support and technical assistance to the school and to community partners. This report highlights the practical lessons emerging from the evaluation of ExpandED Schools about what it takes to spread a school-community partnership initiative. The primary goal of the ExpandED Schools national demonstration was to test implementation of the approach and to learn about conditions that facilitated implementation of strategic school-community partnerships to expand the school day. This report is organized around three action steps through which the groundwork for diffusion is laid at each level of the school-community partner system. The findings reflect both the retrospective reflections of interviewed stakeholders on the operation of the national demonstration and prospective ideas on what would be required for spread to occur. [This report was prepared for ExpandED Schools.]
Multilingual Age of Exposure
Author: Botarleanu, Robert-Mihai
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Multilingualism,Language Acquisition,Age,Models,Vocabulary Development,English,German,French,Spanish,Readability,Readability Formulas,Language Processing

The ability to objectively quantify the complexity of a text can be a useful indicator of how likely learners of a given level will comprehend it. Before creating more complex models of assessing text difficulty, the basic building block of a text consists of words and, inherently, its overall difficulty is greatly influenced by the complexity of underlying words. One approach is to measure a word's Age of Acquisition (AoA), an estimate of the average age at which a speaker of a language understands the semantics of a specific word. Age of Exposure (AoE) statistically models the process of word learning, and in turn an estimate of a given word's AoA. In this paper, we expand on the model proposed by AoE by training regression models that learn and generalize AoA word lists across multiple languages including English, German, French, and Spanish. Our approach allows for the estimation of AoA scores for words that are not found in the original lists, up to the majority of the target language's vocabulary. Our method can be uniformly applied across multiple languages though the usage of parallel corpora and helps bridge the gap in the size of AoA word lists available for non-English languages. This effort is particularly important for efforts toward extending AI to languages with fewer resources and benchmarked corpora. [This paper was published in: &quot;AIED 2021,&quot; edited by I. Roll et al., Springer Nature Switzerland AG, 2021, pp. 77-87.]