ethanporcaro/eric-fulltext-meta huggingface dataset:
Community Strategic Plan Closeout, School Years 2013/14 - 2017/18
Author: Department of Defense Education Activity (DoDEA)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Strategic Planning,Educational Quality,Elementary Secondary Education,Curriculum Implementation,Educational Strategies,Military Service,Public Schools,Student Educational Objectives,Educational Improvement,Achievement,Teacher Competencies,Family School Relationship,Academic Standards,Educational Assessment

Among the various agencies and activities within the Department of Defense, Department of Defense Education Activity (DoDEA) has the unique charge of providing an education for military connected students that is commensurate with U.S. public school systems. It is essential that DoDEA honors that position of trust by providing updates to all of its stakeholders on progress towards accomplishing its Mission to educate, engage, and empower each student to succeed in a dynamic world. The Community Strategic Plan (CSP) for School Years 2013/14-2017/18 comes to a close this year. It will be replaced by the new Blueprint for Continuous Improvement early this spring. The sunset of the Community Strategic Plan for SY 2013/14 - SY 2017/18 presents an important opportunity to update DoDEA's stakeholders on the progress that has been made towards fulfilling the commitments made in the plan. This document describes the DoDEA's progress over the past five years. [For &quot;Community Strategic Plan, School Years 2013/14 - 2017/18. Volume I,&quot; see ED605261. For &quot;Community Strategic Plan, School Years 2013/14 - 2017/18. Volume II,&quot; see ED605265.]
Individual Differences in Relational Learning and Analogical Reasoning: A Computational Model of Longitudinal Change
Author: Doumas, Leonidas A. A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Logical Thinking,Thinking Skills,Inhibition,Problem Solving,Geometry,Learning Processes,Computer Simulation,Cognitive Processes,Children,Individual Differences,Executive Function,Short Term Memory

Children's cognitive control and knowledge at school entry predict growth rates in analogical reasoning skill over time; however, the mechanisms by which these factors interact and impact learning are unclear. We propose that inhibitory control is critical for developing both the relational representations necessary to reason and the ability to use these representations in complex problem solving. We evaluate this hypothesis using computational simulations in a symbolic connectionist model of analogical thinking, DORA/LISA (Discovery Of Relations by Analogy; Doumas, Hummel, &amp; Sandhofer, 2008). Longitudinal data from children who solved geometric analogy problems repeatedly over six months show three distinct learning trajectories though all gained somewhat: analogical reasoners throughout, non analogical reasoners throughout, and transitional - those who start nonanalogical and grew to be analogical. Varying the base level of lateral inhibition in DORA affected the ability to learn relational representations, which, in conjunction with lateral inhibition levels used in LISA during reasoning, simulated accuracy rates and error types seen in the three different learning trajectories. These simulations suggest inhibitory control may not only impact reasoning ability, but may also shape the ability to acquire relational knowledge given reasoning opportunities. [This paper was published in &quot;Frontiers in Psychology: Cognitive Science&quot; v9 2018.]
Community Strategic Plan, School Years 2013/14 - 2017/18. Volume I
Author: Department of Defense Education Activity (DoDEA)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Strategic Planning,Educational Quality,Elementary Secondary Education,Curriculum Implementation,Educational Strategies,Military Service,Public Schools,Student Educational Objectives,Educational Improvement

This five-year plan is the roadmap for advancing the Department of Defense Education Activity (DoDEA) on a unique path to new levels of excellence. It is DoDEA's commitment to go to extraordinary lengths to continue improving the educational opportunities of each of the Nation's 1.2 million school-age, military-connected children. Each year, DoDEA will review and report the progress made towards achieving their goals to remain transparent and demonstrate they are doing all they can to provide their students a high-quality education. The strategic planning approach encompasses the four-step process: (1) Develop and Execute a Research Plan; (2) Assemble a Leadership Team to Establish the Strategic Planning Framework; (3) Develop and Implement the Goal Implementation Strategies; and (4) Perform the Annual Review and Publish the Accountability Report. [For &quot;Community Strategic Plan, School Years 2013/14 - 2017/18. Volume II,&quot; see ED605265.]
Learning about Academic Integrity through Experiential Learning
Author: Eaton, Sarah Elaine
Date: 2020-05-22
Type: Reports - Research
Subjects: Integrity,Experiential Learning,Learning Activities,Teaching Methods,Student Centered Learning,Information Literacy,Citations (References),Ethics,Trust (Psychology),Values,Research Skills,Writing (Composition),Universities,Interdisciplinary Approach,Foreign Countries,Graduate Students,Undergraduate Students

Purpose: This report highlights ways in which academic integrity can be taught through experiential learning activities. Methods: Information synthesis of academic integrity and experiential learning are provided, supplemented by a qualitative reflexive processes of a teaching activity. Results: A hands-on teaching activity showing how academic integrity education was provided through an inquiry-based experiential learning activity. Implications: Through this report, an argument is made to move away from deficit-based transmissionist models of academic integrity education in favour of more student-centred and experiential approaches.
Community Strategic Plan, School Years 2013/14 - 2017/18. Volume II
Author: Department of Defense Education Activity (DoDEA)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Strategic Planning,Military Service,Elementary Secondary Education,Public Schools,Academic Standards,Career Readiness,College Readiness,Educational Quality,Alignment (Education),Educational Objectives,Common Core State Standards,Technology Integration,Evidence Based Practice,Student Evaluation,Formative Evaluation,Summative Evaluation,Benchmarking,Faculty Development

This strategic plan provides the Department of Defense Education Activity's (DoDEA's) formal agenda for becoming one of the Nation's best unified school systems. Where Volume I establishes the enduring elements of the plan--DoDEA's mission and vision, core values, and strategic goals--Volume II provides the initial strategic way forward for achieving DoDEA's aspirations. The strategy introduced in this volume focuses DoDEA's school system in two priority areas--areas fundamentally vital to their ability to prepare each student for postsecondary study, a highly competitive workplace, and to participate as a well-informed citizen. As such, the priorities establish the requisite foundation for further organizational growth. The two strategic priority areas of focus are: (1) the development and implementation of a standards-based educational system that effectively aligns DoDEA's curriculum, instructional framework, and assessment system to DoDEA's more rigorous, college- and career-ready academic standards; and (2) the establishment of an organizational structure with the capacity to effectively manage, operate, and sustain a high-quality, worldwide, unified Pre-K-12 school system. [For &quot;Community Strategic Plan, School Years 2013/14 - 2017/18. Volume I,&quot; see ED605261.]
Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students
Author: Ali Eissa Saad, Mourad
Date: 2020-02-00
Type: Journal Articles
Subjects: Middle School Students,Learning Disabilities,Metacognition,Addictive Behavior,Study Habits,Telecommunications,Handheld Devices,Learning Strategies,Academic Achievement,Homework,Correlation,Consciousness Raising,Predictor Variables,Measures (Individuals),Foreign Countries

This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year-middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA.Quantitative survey research was employed. 68 students from the four schools were selected.The results revealed that there were correlations between and among SRL, AP and SA. Both SRL and AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework.
Iterative Development of a Home Review Program to Promote Preschoolers&apos; Vocabulary Skills: Social Validity and Learning Outcomes
Author: Soto, Xigrid
Date: 2020-00-00
Type: Reports - Research
Subjects: Preschool Children,Vocabulary Development,Validity,Comparative Analysis,Academic Language,Family Environment,Teaching Methods,Video Technology,Program Development,Pilot Projects,Story Reading,Instructional Materials,Intervention,Modeling (Psychology),Program Effectiveness,Educational Environment,Barriers,Language Acquisition,Program Improvement,Outcomes of Education

Purpose: This paper describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5) occurring at school through the use of a home review component. Method: A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for six weeks. Children were given materials such as stickers with review prompts (e.g., &quot;Tell me what brave means&quot;) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multi-level modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results: Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, other families had considerable difficulty practicing vocabulary words. Conclusion: These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high stress homes, to enrich the home language environments of more families. [This is the online version of an article published in &quot;Language, Speech, and Hearing Services in Schools.&quot; For the final published version of this article, see EJ1251990.]
Administrators&apos; Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students with EBD
Author: Bettini, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Administrator Role,Teacher Administrator Relationship,Professional Development,Instructional Effectiveness,Reading Instruction,Students with Disabilities,Behavior Disorders,Emotional Disturbances,Teaching Conditions,Educational Quality,Teacher Collaboration,Collegiality,Time Management,Educational Resources,Teacher Responsibility

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators' working conditions to improve the reading instruction that students with EBD receive in self-contained settings. [This article was published in &quot;Beyond Behavior&quot; (EJ1246079).]
Digital Learning: Peril or Promise for Our K-12 Students. National Briefing Paper -- Speak Up 2018/19
Author: Evans, Julie A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Student Attitudes,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Educational Technology,Technology Uses in Education,Computer Use,Value Judgment,Teacher Effectiveness,Homework,Teaching Methods,Barriers,Access to Computers,Middle School Students,Internet,High School Students,Social Media,Gender Differences,Age Differences,Place of Residence,Socioeconomic Influences,Technological Literacy

The Speak Up Research Project is a national initiative of Project Tomorrow, an internationally recognized education nonprofit organization dedicated to ensuring that all students are prepared to become tomorrow's leaders, innovators and engaged citizens of the world. Each year, the Speak Up Project polls K-12 students, parents, and educators about the role of technology for learning in and out of school. This year's national briefing paper examines the important topic of the peril vs. promise value proposition for digital learning through a three-part analysis of the authentic feedback collected from over 343,500 K-12 students, parents, teachers and administrators during the 2018-19 school year. year. Key findings shared in this paper include how students are using technology in school and out of school to support learning and the differences in how students and educators view the value proposition around digital learning. Additionally, three top concerns with digital learning today were examined -- parents' worries about too much screen time, teachers' effectiveness with using technology, and the Homework Gap as a representation of technology equity.
A Mixed-Methods Analysis of Mechanisms to Support College Enrollment among Low-Income High School Students
Author: Ober, Teresa M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Low Income Students,Enrollment,Enrollment Influences,College Bound Students,Self Concept,Paying for College,College Readiness,Career Choice,Faculty Advisers,Communication (Thought Transfer),High School Graduates

The purpose of this study was to build a better understanding of the issues that students encounter during the summer that deter them from enrolling in the first semester of college in the fall. In Study 1, responses to a short survey were examined, and 4 critical factors were identified as deterring students: lack of college-bound identity, life circumstances and financial responsibilities, perceived lack of academic preparation, and opting for alternative career choices. In Study 2, transcription data were analyzed from texting dialogues between students and their college advisers. A thematic analysis revealed that several practical issues emerged with great frequency--most notably financial aid concerns. Social-emotional communication was also identified as a possible mechanism for developing the students' college-bound identity. These findings underscore the need to provide underrepresented students with not only information for completing college and financial aid applications but also with the opportunity for social support and emotional guidance during the summer leading up to college enrollment.
Distance Learning through Game-Based 3D Virtual Learning Environments: Mission Hydro Science. Evaluation Report for Mission HydroSci
Author: Reeves, Thomas
Date: 2020-05-00
Type: Reports - Research
Subjects: Distance Education,Game Based Learning,Computer Simulation,Middle School Students,Science Instruction,Natural Sciences,Learning Activities,Virtual Classrooms,Online Courses,Integrated Learning Systems,Educational Objectives,Water,Water Quality,Computer Games,Program Evaluation

Mission HydroSci (MHS) is a 3D game-based learning environment and curriculum that supports middle school student learning of water systems science and scientific argumentation. MHS is a rigorous, coherent and engaging 6 to 8-day curriculum with all learning activities and social interactions taking place in the virtual world and with teachers observing and supporting students through an online support system enhanced by analytics. MHS was evaluated in comparison to a high- quality alternative intervention developed by the Biological Sciences Curriculum Study (BSCS) using a stratified randomized block experimental design where 'classroom' was the unit of random assignment, stratified by teacher. The comparison curriculum is called Earth's Water Systems (EWS) and is provided online using the Canvas learning management platform. Three measurable outcomes: (1) content knowledge, (2) competency in scientific argumentation, and (3) affect for science and technology were used in the pre- post-comparison of MHS with EWS. The findings of this randomized experiment showed that MHS achieved roughly equivalent water systems learning outcomes and significantly higher development of argumentation competencies when compared to the EWS curriculum. The impacts of both MHS and the EWS curriculum on affect for science and technology were equivalent and slightly negative. A secondary exploratory quasi-experimental design (QED) analysis was conducted that found significant positive effects for MHS in comparison to EWS on water systems understandings and stronger detected effects for students' argumentation.
Generating Relations Elicits a Relational Mindset in Children
Author: Simms, Nina
Date: 2019-00-00
Type: Reports - Research
Subjects: Thinking Skills,Schemata (Cognition),Age Differences,Correlation,Cognitive Development,Preschool Children,Task Analysis,Logical Thinking,Problem Solving,Attention,Cognitive Mapping

Relational reasoning is a hallmark of human higher cognition and creativity, yet it is notoriously difficult to encourage in abstract tasks, even in adults. Generally, young children initially focus more on objects, but with age become more focused on relations. While prerequisite knowledge and cognitive resource maturation partially explains this pattern, here we propose a new facet important for children's relational reasoning development: a general orientation to relational information, or a &quot;relational mindset.&quot; We demonstrate that a relational mindset can be elicited, even in 4-year-old children, yielding greater than expected spontaneous attention to relations. Children either generated or listened to an experimenter state the relationships between objects in a set of formal analogy problems, and then in a second task, selected object or relational matches according to their preference. Children tended to make object mappings, but those who generated relations on the first task selected relational matches more often on the second task, signaling that relational attention is malleable even in young children. [This paper was published in &quot;Cognitive Science&quot; (EJ1231826).]
An Analysis of Chinese Universities Students&apos; Attitudes towards Native and Non-Native English-Speaking Teachers (NESTs/NNESTs)
Author: Mairi, Salam
Date: 2018-08-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Native Speakers,Foreign Countries,Communicative Competence (Languages),Language Proficiency,Educational Research,Teaching Experience,Cultural Awareness,Teacher Effectiveness,English Teachers,English (Second Language),Labeling (of Persons)

This study aims to do further investigation on Chinese universities students' attitudes towards native and non-native English speaking-teachers. It mainly studies two major researches on the topic with at least 368 participants from China (mainly) and Hungary. The study critically reviews the two studies and finds out that the fact about NESTs is unsatisfactory. It requires much improvement because of inexperienced NESTs, lack of responsibility, cultural unfamiliarity, and inability to provide opportunity for students to practice. However, it is inevitable that NESTs are considered better at English proficiency and that they are student-friendly teachers. In another study, students changed their preference over NESTs vs NNESTs because they believe that NESTs help maintaining their motivation to communicate in English. However, they might prefer NNESTs for cultural and linguistic (e.g. grammar explanation) competences. Thus, this study offers recommendations for improvement in the context. The recommendations include course on English proficiency, cultural competence, teaching skill, certification, and communication-focused concept of English materials.
Teachers&apos; Use of Technology for School and Homework Assignments: 2018-19. First Look. NCES 2020-048
Author: Gray, Lucinda
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Technology Uses in Education,Assignments,Homework,Electronic Learning,Elementary Secondary Education,Information Technology,Access to Computers,Internet

This report is based on the 2018-19 survey &quot;Teachers' Use of Technology for School and Homework Assignments.&quot; This survey was conducted in response to a request from Congress about the educational impact of students' access outside the classroom to digital learning resources, such as computers and the Internet. This report provides statistics about the use of technology for homework assignments in grades 3-12. Data were provided by public school teachers about their homework practices and about their understanding of information technology available to their students outside of school. The report presents information about various ways that teachers' students can access school computers and the Internet outside of class time. It also presents data on methods teachers use to find out about their students' access to computers and the Internet at home and how knowledgeable they consider themselves about this access. Teachers' estimates of the extent to which their students access computers and/or the Internet in various locations outside of school to work on school assignments are reported. The report includes information on the access and availability of computers, smartphones, and the Internet to students at home. Data are presented on the extent that teachers' homework assignments are influenced by their students' access to technology and the Internet outside of school. This report includes information on ways that teachers provide assistance to their students who have limited access to technology and the Internet outside of school. It also provides information on the extent to which students have difficulty completing technology-based homework and how prepared students are to use the technology required for online or computerized assessments given by the state, district, or school.