ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Planning Using Building Information Modelling and Virtual Reality: New Approach for Students&apos; Remote Practical Training under Lockdown Conditions in the Course of Smart Building Engineering
Author: Schulze-Buxloh, Lina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Distance Education,Educational Technology,Models,Engineering Education,College Students,Student Projects,Planning,Student Motivation,COVID-19,Pandemics,School Buildings,Classrooms,Computer Software,Foreign Countries,Classroom Design

The worldwide Corona pandemic has severely restricted student projects in the higher semesters of engineering courses. In order not to delay the graduation, a new concept had to be developed for projects under lockdown conditions. Therefore, unused rooms at the university should be digitally recorded in order to develop a new usage concept as laboratory rooms. An inventory of the actual state of the rooms was done first by taking photos and listing up all flaws and peculiarities. After that, a digital site measuring was done with a 360° laser scanner and these recorded scans were linked to a coherent point cloud and transferred to a software for planning technical building services and supporting Building Information Modelling (BIM). In order to better illustrate the difference between the actual and target state, two virtual reality models were created for realistic demonstration. During the project, the students had to go through the entire digital planning phases. Technical specifications had to be complied with, as well as documentation, time planning and cost estimate. This project turned out to be an excellent alternative to on-site practical training under lockdown conditions and increased the students' motivation to deal with complex technical questions. [For the full proceedings, see ED623149.]
A Review of Theses and Dissertations Published in Turkey on Early Geometry Skills in 2000-2020
Author: Keser, Merve
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Masters Theses,Doctoral Dissertations,Geometry,Mathematics Skills,Preschool Education,Early Childhood Education,Educational Research,Research Methodology,Language Usage,Turkish

This study was carried out to review the theses and dissertations on early geometry skills published in Turkey. In the study, which was organized as a methodological evaluation study, the data were obtained through document analysis method. The research is limited to 20 studies, published between 2000-2020, of which full texts could be accessed from the Turkish National Thesis Center database. The full texts of the theses and dissertations were accessed by using the keywords &quot;geometry in preschool period&quot;, &quot;early childhood geometry&quot;, &quot;early geometry skills&quot;, and &quot;geometric shape&quot;. The data obtained within the scope of the research were analyzed and discussed according to the publication year of scientific studies, language, university, research design, research method, subject, and sampling type. When the documents were analyzed, it was seen that most of the thesis studies were master's theses, mainly belonging to the year 2010 and after, and all of the doctoral dissertations belonged to 2011 and later. It has been determined that the language of the majority of the theses was Turkish, mostly from Selçuk University and Gazi University and conducted following quantitative methods. [For the full proceedings, see ED623149.]
Around the World : Geographical Reader. Primary. Book I
Author: Carroll, Stella W.
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Geography Instruction,Teaching Methods,Correlation,Freehand Drawing,Elementary School Students,Reading Instruction

This textbook is an elementary geography reader. It furnishes material for language training, and the reading lessons may be correlated with drawing. [Edited by Clarence F. Carroll. This is the first book of the Morse Readers of the New Century Series by Ella M. Powers and Thomas M. Balliet.]
HBCUs Transforming Generations: Social Mobility Outcomes for HBCU Alumni
Author: Hammond, Miriam
Date: 2021-00-00
Type: Reports - Research
Subjects: Black Colleges,Social Mobility,Alumni,African American Students,Access to Education,Educational Attainment,Low Income Students,Outcomes of Education

This report offers an in-depth review of the &quot;Move into Middle Class+&quot; mobility rate and its efficiency as a measure of social mobility for Black students at Historically Black Colleges and Universities (HBCUs). The report includes an overview of the access, success and mobility rates at HBCUs. Additionally, it offers an equity-centered approach to understanding higher education outcomes for underserved students. It underscores that when such an approach to research is taken a clearer picture may be observed of the sheer magnitude of the outcomes produced by HBCUs. This is especially the case as it relates to access to higher education and economic mobility.
The Experiences of Middle Eastern and North African (MENA) LGBTQ Students in U.S. Secondary Schools. Research Brief
Author: Truong, N. L.
Date: 2022-00-00
Type: Reports - Research
Subjects: LGBTQ People,Foreign Students,Student Experience,Secondary School Students,School Safety,Student Characteristics,Social Bias,Racism,Victims,Bullying,Discipline,Well Being,Mental Health,Educational Environment,Religion,Verbal Communication,Sexual Orientation,Sexual Identity,Ethnicity,Attendance,Social Support Groups,Clubs,School Personnel

There has been little research on the school experiences of Middle Eastern and North African (MENA) lesbian, gay, bisexual, transgender, queer (LGBTQ) students in general, with a particular paucity of literature surrounding their overlapping?sexual orientation, gender, gender expression, and race/ethnicity?identities. This report focuses solely on the school experiences of MENA LGBTQ students. More specifically, this brief describes the school experiences of MENA LGBTQ students in secondary schools in the U.S. by examining: (1) MENA students' feelings of safety at school based on personal characteristics, hearing biased remarks from other students, experiences with victimization based on personal characteristics, and experiences with school discipline; (2) changes in hearing biased remarks and experiences with victimization over time for MENA students; (3) the impact of experiences with victimization based on personal characteristics on MENA students' school engagement, educational outcomes, and psychological well-being; (4) MENA students' access to school supports; and (5) whether these supports provide benefits to MENA students. Further, this brief explores whether there are differences between MENA LGBTQ students and other LGBTQ students in hostile school climate experiences, school engagement, educational outcomes, psychological well-being, and access to resources at school.
Bivouac and Battle; or, the Struggles of a Soldier. The Upward and Onward Series
Author: Optic, Oliver
Date: 1871-00-00
Type: Historical Materials
Subjects: Textbooks,Novels,Adolescent Literature

This textbook is a young-adult adventure novel. It is the fifth in the series.
A Study of Obstacles in Plagiarism Software Subscribing by Colleges in Tamil Nadu
Author: Subaveerapandiyan, A.
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Colleges,Computer Software,Plagiarism,Copyrights,Student Behavior,College Faculty,Administrator Attitudes,Librarians,Attitudes,Costs,Barriers,Citations (References)

This article attempts to comprehend the current issues and hurdles that Indian colleges affiliated with Tamil Nadu State Universities encounter when trying to subscribe to a software that detects plagiarism. The study's goals are to determine whether colleges employ anti-plagiarism software, whether they ensure that their student-given assignments are free of copyright infringement, whether tutors teach about academic misconduct, and what people seem to think of anti-plagiarism software. We surveyed for this study and distributed the questionnaires among college administrators, principals, and librarians. The study respondents are 15.9 per cent principals, 64.2 per cent library professionals, and 19.9 per cent college administrators. The survey study report shows that 70.9 per cent of the majority of the colleges did not subscribe. 41.7 per cent gave the reason it is too expensive, and 30.5 per cent of respondents thought that for their college, it is unnecessary to subscribe. However, nobody has confirmed whether or not all colleges possess access to plagiarism detection software. Thus, according to this investigation, further Indian states must be involved in this research to understand the specific context fully. This report advises the UGC to enforce the requirement that colleges have plagiarism detection software; they either provide colleges additional money to subscribe to such software, or the university must grant free access to the affiliated colleges.
Part I: Community College. Pell Access and Completion Series
Author: Hillman, Nick
Date: 2022-06-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Access to Education,Eligibility,Resource Allocation,Enrollment,Graduation Rate,Community Colleges,Two Year College Students,Low Income Students,Educational Trends,Economic Climate,COVID-19,Pandemics

The Pell Grant is targeted to students with the greatest financial need, and many policymakers find Pell to be a useful policy lever for promoting access and success for students from lower-income backgrounds. There are several examples where policymakers use Pell eligibility to allocate resources and hold colleges accountable for their outcomes; however, basic information about Pell access and completion is not well documented in policy research. To address this problem -- and to provide baseline statistics useful in policy conversations -- this analysis provides new information about Pell enrollments and degree completion rates for community colleges. As the first in a four-part series on the Pell Grant, this brief provides background on the community college sector and data used in the analysis, followed by trends on the percentage of undergraduates receiving Pell Grants over time. [For Part II, see ED623193. For Part III, see ED623194. For Part IV, see ED623196.]
Part II: Public and Non-Profit Four-Year Universities. Pell Access and Completion Series
Author: Hillman, Nick
Date: 2022-07-00
Type: Reports - Research
Subjects: Grants,Federal Aid,Enrollment,Graduation Rate,Universities,Public Colleges,Access to Education,Educational Trends,College Admission,Selective Admission,COVID-19,Pandemics

The Pell Grant is targeted to students with the greatest financial need, and many policymakers find the Pell Grant a useful policy lever for promoting access and success for students from lower- and moderate-income backgrounds. There are several examples where policymakers use Pell eligibility to allocate resources and hold colleges accountable for their outcomes; however, basic information about Pell access and completion is not well documented in policy research. To address this problem -- and to provide baseline statistics useful in policy conversations -- this analysis provides new information about Pell enrollments and degree completion rates for public and non-profit four-year universities. The second in a four-part series on the Pell Grant, this brief presents basic data trends, finding Pell Grant access and completion rates vary by selectivity. [For Part I, see ED623192. For Part III, see ED623194. For Part IV, see ED623196.]
Part III: For-Profit Colleges and Universities. Pell Access and Completion Series
Author: Hillman, Nick
Date: 2022-08-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Proprietary Schools,Universities,Private Colleges,Access to Education,Graduation Rate,Educational Trends,Enrollment,Certification

The Pell Grant is targeted to students with the greatest financial need, and many policymakers find the Pell Grant a useful policy lever for promoting access and success for students from lower- and moderate-income backgrounds. There are several examples where policymakers use Pell eligibility to allocate resources and hold colleges accountable for their outcomes; however, basic information about Pell access and completion is not well documented in policy research. To address this problem -- and to provide baseline statistics useful in policy conversations -- this analysis provides new information about Pell enrollments and degree completion rates for for-profit colleges and universities. The third in a, now, four-part series on the Pell Grant, this brief presents basic data trends, finding that for-profits that predominantly award certificates tend to have higher Pell Grant access and completion rates than other types of for-profits, although research consistently finds certificate programs provide weaker economic returns than other postsecondary credentials. Additionally, this brief finds completion rates for Pell Grant students at for-profits are increasing at a much slower pace (half a percentage point per year) than at public and non-profit institutions. [For Part I, see ED623192. For Part II, see ED623193. For Part IV, see ED623196.]
Part IV: Working with Pell Grant Completion Data. Pell Access and Completion Series
Author: Hillman, Nick
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Access to Education,Enrollment,Graduation Rate,Outcome Measures,Data Analysis,Higher Education,Student Financial Aid,Educational Legislation,Federal Legislation,College Students

The Pell Grant is targeted to students with the greatest financial need, and many policymakers find the Pell Grant a useful policy lever for promoting access and success for students from lower- and moderate-income backgrounds. There are several examples where policymakers use Pell eligibility to allocate resources and hold colleges accountable for their outcomes; however, basic information about Pell access and completion is not well documented in policy research. To address this problem -- and to provide baseline statistics useful in policy conversations -- this analysis provides information about the data sources used throughout the creation of the series and seeks to highlight potential improvements on data collection in the field. The fourth and final piece of TICAS' series on Pell Grant access and completion, this brief presents an overview of reporting process for the whole series. It reviews the use of College Scorecard and IPEDS Outcome Measures (OM), followed by a review of missing data, and concludes with a comparison of completion rates using both data sources. [For Part I, see ED623192. For Part II, see ED623193. For Part III, see ED623194.]
Adaptive Support for Representational Competencies during Technology-Based Problem Solving in Chemistry
Author: Rau, Martina A.
Date: 2021-03-12
Type: Reports - Research
Subjects: Chemistry,College Science,Undergraduate Students,Problem Solving,Visual Aids,Visual Perception,Educational Technology,Individualized Instruction,Science Instruction,Technology Uses in Education,Instructional Effectiveness

Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevant information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students' learning of content knowledge. However, students need different types of representational-competency supports, depending on their prior knowledge. This suggests that adaptively assigning students to sense-making and perceptual-fluency support might be more effective than assigning all students to the same sequence of these supports. Method: We tested this hypothesis in an experiment with 44 undergraduate students in a chemistry course. Students were randomly assigned to a ten-week sequence of problem-solving activities that either provided a fixed sequence of sense-making support and perceptual-fluency support or adaptively assigned these supports based on students' problem-solving interactions. Findings: Results show that adaptive representational-competency supports reduced students' confusion and mistakes during problem solving while increasing their learning of content knowledge. Contribution: Our study is the first to show that adaptive support for representational competencies can significantly enhance learning of content knowledge. Given the pervasiveness of visuals, our results may inform general STEM instruction. [This paper was published in the &quot;Journal of the Learning Sciences&quot; v30 n2 2021 (EJ1298823).]
Elson Grammar School Reader: Book One
Author: Elson, William H.
Date: 1911-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Elementary Education

This textbook is first in a series of readers. Part one of each book deals with short selections in prose and poetry from American and British authors. Part two contains some of the great cycle stories that reveal stages of human development. Part three consists of selections from great American writers, together with biographies of the authors, historical notes, and other helps. [For Book Two, see ED623202.]
Elson Grammar School Reader: Book Two
Author: Elson, William H.
Date: 1910-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Elementary Education

This textbook is second in a series of readers. It is designed to furnish a rich and varied supply of reading matter suited to the interests and needs of children in the early part of the grammar school work. Part one of each book deals with short selections in prose and poetry. Part two contains some of the heroic tales of Greece and Rome. Part three consists of selections from great American writers, together with biographies of the authors, historical notes, and other helps. [For Book One, see ED623201.]
Under Which Conditions Are Physical vs. Virtual Representations Effective? Contrasting Conceptual and Embodied Mechanisms of Learning
Author: Rau, Martina A.
Date: 2021-04-30
Type: Reports - Research
Subjects: Manipulative Materials,Undergraduate Students,Computer Simulation,Nuclear Physics,Concept Formation,Transfer of Training,Cues,Tactual Perception,Human Body,Instructional Materials,Achievement Gains,Time on Task,Nonverbal Communication

Abundant prior research has compared effects of physical and virtual manipulatives on students' conceptual learning. However, most prior research has been based on conceptual salience theory; that is, it has explained mode effects by the manipulative's capability to draw students' attention to conceptually relevant (visual or haptic) features. Yet, research based on embodied schema theory suggests that other mechanisms, which do not rely on students' explicit attention to specific features, also affect students' learning from manipulatives. This paper presents a study that contrasts predictions by different theoretical perspectives by comparing multiple versions of physical and virtual manipulatives. Specifically, we conducted a lab experiment with 119 undergraduate students who learned about three concepts related to atomic structure using one of four versions of energy diagram manipulatives. The four versions varied the representation mode (i.e., physical vs. virtual) and the actions students used to manipulate the representation (i.e., via actions that draw attention or activate embodied schemas). We assessed students' learning via reproduction and transfer posttests and interviews that measured the quality of students' explanation and the gestures they used while explaining the concepts. Our results suggest that embodied schema theory accounts for effects on the reproduction posttest, whereas conceptual salience theories account for effects on the transfer posttest. Further, when physical manipulatives offered relevant haptic cues, we found an advantage of physical manipulatives on transfer. We interpret these results based on the complexity of embodied schema and conceptual salience learning mechanisms and the complexity of the assessment tasks. [This paper was published in &quot;Journal of Educational Psychology&quot; (EJ1318508).]
Performance of College of Education Graduates in the Licensure Examination for Teachers: A Descriptive Study
Author: Alova, Chard Aye Reyes
Date: 2021-11-00
Type: Reports - Research
Subjects: Schools of Education,Licensing Examinations (Professions),Graduates,State Universities,Mathematics Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Mathematics Teachers,Foreign Countries,Tagalog,Preservice Teacher Education,Comparative Analysis,Professional Education,General Education,Majors (Students)

One of the College of Education's most important priorities is to maintain and advance the passing rate of its graduates in the Licensure Examination for Teachers (LET). It is a manifestation of quality education offered by that Higher Education Institution (HEI), specifically a Teacher Education Institution (TEI). As a result, the goal of this study is to show a descriptive report of the results of the 2019 Licensure Examination for Teachers (LET) of a certain public Higher Education Institution (HEI) in the Philippines. Results show that the LET performance is generally passing but still quite low (Mean=79.542, SD=5.566). The Math and English majors exhibit high performance in the General and Professional Education subjects compared to the other programs, and the Math majors attained the highest performance in the Major subject among the other programs.
FSSE Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2022-08-10
Type: Reports - Descriptive
Subjects: College Faculty,Teacher Surveys,Learner Engagement,National Surveys,Higher Education,Teacher Expectations of Students,Time on Task,Institutional Characteristics

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and what kinds of learning experiences their institutions emphasize. This overview provides general information about the institutions and faculty members that participated in this year's FSSE administration, and highlights ways institutions can use their results.
What Is the Nature of Change in Late Elementary Writing and Are Curriculum-Based Measures Sensitive to That Change?
Author: Valentine, Katherine A.
Date: 2021-09-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 4,Grade 5,Writing Skills,Writing Evaluation,Curriculum Based Assessment,Longitudinal Studies,Writing Improvement,Literary Genres,Mastery Learning,Spelling,Reading Ability,Writing (Composition),Writing Ability,Written Language,Writing Tests

Understanding students' progress towards meeting grade-level expectations within an academic year is the goal of many education stakeholders so that they can make decisions to adjust instruction and improve students' learning trajectories. The purpose of this study was to explore 4th and 5th grade students' progress towards meeting expectations in writing, using a curriculum- based measurement metric. Typed writing samples in narrative, persuasive, and passaged- based informational genres were collected in a one-year longitudinal design with four time points. Multilevel change models revealed evidence of quadratic change across the school year with significant change in the narrative genre but no statistically significant change in the other genres. Type of change (fan-spread growth or mastery learning) and growth based on initial transcription, spelling, and reading abilities were also explored. [This paper was published in &quot;Assessing Writing&quot; v50 Article 100567 2021.]