ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of RIMAP (Remedial Intervention Material in Teaching Araling Panlipunan) in the Academic Performance of Grade Six Pupils in Silang West Elementary School
Author: Caloyloy, Ruchella P.
Date: 2021-00-00
Type: Reports - Research
Subjects: Remedial Instruction,Academic Achievement,Grade 6,Elementary School Students,Instructional Effectiveness,Student Improvement,Foreign Countries,Action Research,Scores

This action research aimed to improve the academic performance of grade six pupils in Araling Panlipunan. The researchers randomly selected fifty (50) grade six pupils from the identified academically challenged struggling pupils in the subject. Twenty-five (25) pupils are in the experimental group and the rest of the 25 pupils under the control group. The researcher conducted a pre-test before giving the strategic intervention material and a post-test after the experimental group used it. Analysis revealed the weighted mean of 9.16 of the experimental group was higher than the mean of the control group which is 3.72 in the pretest. Posttest mean of the experimental group increased and became 12.28 which is greater than the 4.6 mean of the control group. The mean gain of the experimental group is very high compared to the mean of the control group. The t-ratio is 1.71 which means that there is a significant difference between the mean of the control and experimental group. The twenty-five (25) grade six pupils used the RIMAP for three months. Engages the learners' interest in the topic discussed and gives an overview of the lesson they will learn and lead towards the performance of the tasks. It builds learning skills and mentions the concrete outcome or product pupils are expected to demonstrate. This remedial intervention material guarantee alignment of activities that are short and simple and easy to understand. These only imply that students' academic performance who used RIMAP improved their academic performance.
ECERS-3: Identifying Gaps and Equity Challenges Focus Group Themes
Author: Telfer, N. A.
Date: 2022-12-00
Type: Reports - Research
Subjects: Equal Education,African American Teachers,Hispanic Americans,Minority Group Teachers,Technical Assistance,Preschool Teachers,Teacher Attitudes,Rating Scales,Educational Quality,Early Childhood Education,Racial Composition,Scores,Institutional Characteristics,Teaching Methods,Classroom Environment,Race,Ethnicity,Native Language,Cultural Background,Diversity,Economic Factors,Disabilities,Preschool Children

This report summarizes themes that emerged from six listening sessions held in April 2022 with Black and Latine Pre-K teachers, directors, and technical assistance providers. The purpose of the listening sessions was to understand participants' perceptions of the Early Childhood Environment Rating Scale (ECERS-3) and to gauge the extent to which the tool is culturally grounded.
Exploring Contingent Step Decomposition in a Tutorial Dialogue System
Author: Jordan, Pamela
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Algorithms,Decision Making,Intelligent Tutoring Systems,Scaffolding (Teaching Technique),Natural Language Processing,High School Students,Physics,Efficiency,Learning Processes

We explore the effectiveness of a simple algorithm for adaptively deciding whether to further decompose a step in a line of reasoning during tutorial dialogue. We compare two versions of a tutorial dialogue system, Rimac: one that always decomposes a step to its simplest sub-steps and one that adaptively decides to decompose a step based on a student's pre-test assessment. We hypothesize that students using the two versions of Rimac will learn similarly but that students who use the version that adaptively decomposes a step will learn more efficiently. Our initial results suggest support for our hypothesis but the sample size for the experiment is still small and we are continuing to collect more student interactions with the two versions of the system.
2014 Postsecondary Enrollment Report: Technical Documentation. DRE Publication #14.93
Author: Wiggins, Afi Y.
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: College Enrollment,High School Graduates,School Districts,Academic Persistence,Student Characteristics,Student Records,Data Collection,Predictor Variables,College Readiness

This supplemental report provides technical documentation for the main report (published separately). A significantly higher percentage of AISD graduates enrolled in postsecondary institutions in 2014 (66%) than enrolled in 2013 (63%). Eighty-one percent of Class of 2013 graduates enrolled and persisted in a postsecondary institution 2 consecutive years after high school graduation. A one-page executive summary also was published. [For the main report, see ED626659.]
Sustaining a System for High-Quality Teachers. Report 2: Market Opportunities and Typical Wages for Austin Independent School District Teachers and Leavers. Publication Number # 14.91
Author: Schmitt, Lisa
Date: 2015-09-00
Type: Reports - Research
Subjects: School Districts,Teacher Effectiveness,Elementary Secondary Education,Kindergarten,Faculty Mobility,Teacher Employment,Decision Making,Teacher Transfer,Teacher Salaries,Salary Wage Differentials,Teaching Experience,Labor Market,Teacher Persistence,Teacher Recruitment,Faculty Development,Teacher Selection,Teacher Education,Teacher Qualifications,Teacher Evaluation,Comparative Analysis

This report includes two studies that describe the local context for teacher employment decisions. The first examines the local labor market, and the second examines employment for teachers who left Austin Independent School District (AISD). A separate executive summary and a technical report also were published. [For the executive summary, see ED626856. For the technical report, see ED626821.]
Sustaining a System for High-Quality Teachers. Report 2: Market Opportunities and Typical Wages for Austin Independent School District Teachers and Leavers. Publication 14.91ES
Author: Schmitt, Lisa
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,School Districts,Kindergarten,Elementary Secondary Education,Teacher Employment,Decision Making,Labor Market,Faculty Mobility,Teacher Persistence,Salary Wage Differentials,Teaching Experience,Teacher Effectiveness,Educational Quality,Teacher Qualifications,Teacher Transfer

This executive summary highlights results from the full report (published separately) which includes two studies that describe the local context for teacher employment decisions. The first examines the local labor market, and the second examines employment for teachers who left Austin Independent School District (AISD). A separate technical report also was published. [For the full report, see ED626855. For the technical report, see ED626821.]
Examining Interactions across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?
Author: Sutherland, Marah
Date: 2022-06-21
Type: Reports - Research
Subjects: Multi Tiered Systems of Support,Mathematics Instruction,Intervention,Fidelity,Program Implementation,Classroom Techniques,Predictor Variables,Mathematics Achievement,Class Size,Effect Size,At Risk Students,Response to Intervention,Kindergarten,Elementary School Teachers,Young Children

High-quality Tier 1 instruction is frequently conceptualized as the &quot;foundation&quot; for other tiers of intervention within multi-tiered systems of support (MTSS) models (Gersten et al., 2009). However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness (Hill et al., 2012). The purpose of the current study was to examine Tier 1 predictors, or &quot;quality indicators&quot;, of differential responsiveness to Tier 2 mathematics intervention. Data was drawn from a large-scale dataset where all teachers taught the Early Learning in Mathematics (Tier 1) core program across the academic year, and a subset of students were selected for the ROOTS (Tier 2) mathematics intervention. We examined the following Tier 1 variables: (1) classroom-level mathematics gains, (2) Tier 1 fidelity of implementation, (3) Tier 1 classroom management and instructional support, and (4) class size. Response to Tier 2 intervention was not significantly predicted by any of the Tier 1 variables examined, however the pattern of Hedges' g effect sizes suggested that students with higher quality of Tier 1 instruction tended to benefit less from the Tier 2 ROOTS intervention. Results are discussed in the context of implications for research and practice. [This paper will be published in the &quot;Journal of Learning Disabilities.&quot;]
Post-GME Career Aspirations. Overview Report. Prospective Students Survey 2021
Author: Graduate Management Admission Council (GMAC)
Date: 2022-03-00
Type: Reports - Research
Subjects: Masters Degrees,Business Administration Education,Student Recruitment,Administrator Education,College Applicants,Educational Demand,Occupational Aspiration,Academic Aspiration,College Bound Students,Preferences,Graduate Study,Student Attitudes,Student Interests

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Related program reports showcase results from the Prospective Students Survey by preferred program type of study. This overview report contains the following sections: (1) Program Choices; (2) Program Specific Analyses; and (3) Methodology. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For the related program regional reports, see ED626863 and ED626864.]
Business Master&apos;s Programs: Demand &amp; Career Aspirations. Regional Report. Prospective Students Survey 2022
Author: Graduate Management Admission Council (GMAC)
Date: 2022-05-00
Type: Reports - Research
Subjects: Masters Degrees,Business Administration Education,Student Recruitment,College Applicants,Educational Demand,Occupational Aspiration,Academic Aspiration,College Bound Students,Graduate Study,Student Attitudes,Administrator Education,Preferences

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each program reports showcases results from the Prospective Students Survey by preferred program type of study. This program report showcases results from the following Business Master's Program Types: (1) Master of Finance; (2) Master of Data Analytics; (3) Master of Management; (4) Master of International Management; and (5) Master of Marketing. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Tacoma Williams, Kun Yuan, Devina Caruthers, and Matt Hazenbush. For &quot;Post-GME Career Aspirations. Overview Report. Prospective Students Survey 2021,&quot; see ED626862.]
MBA Programs: Demand &amp; Career Aspirations. Regional Report. Prospective Students Survey 2022
Author: Graduate Management Admission Council (GMAC)
Date: 2022-05-00
Type: Reports - Research
Subjects: Masters Degrees,Business Administration Education,Student Recruitment,Administrator Education,College Applicants,Educational Demand,Occupational Aspiration,Academic Aspiration,College Bound Students,Preferences,Graduate Study,Student Attitudes

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Each program reports showcases results from the Prospective Students Survey by preferred program type of study. This program report showcases results from the following MBA Program Types: (1) Full-Time Two-Year MBA; (2) Full-Time One-Year MBA; (3) Part-Time; (4) Executive MBA; and (5) Online MBA. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Tacoma Williams, Kun Yuan, Devina Caruthers, and Matt Hazenbush. For &quot;Post-GME Career Aspirations. Overview Report. Prospective Students Survey 2021,&quot; see ED626862.]
Synchronous and Asynchronous Online Learning in English Language Classrooms in Indonesia: A Literature Review
Author: Rido, Akhyar
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Synchronous Communication,Asynchronous Communication,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,COVID-19,Pandemics,Research Reports,Barriers,Language Teachers,Learning Processes

As the whole learning ecosystem is changing because of COVID-19 pandemic outbreak, education institutions and teachers are demanded to cope with technology for online learning and give the best learning experience to their students. The aim of this research is to identify synchronous and asynchronous online learning in English language classrooms in Indonesian schools and universities during COVID-19 pandemic, focusing on technological applications used and challenges faced by both teachers and students. By implementing Systematic Literature Review (SLR) approach from Indonesian Science and Technology Index known as SINTA and SCOPUS database, 31 research papers published between 2020-2022 in the Indonesian context are selected. This research creates a table of synchronous and asynchronous online learning applications used in English language classrooms as well as activities done and challenges faced by both teachers and students during COVID-19 pandemic in the Indonesian context. The results of this research can be used by relevant stakeholders to help incorporate a balanced synchronous and asynchronous online learning in their English language classrooms as well as anticipate and prepare for future learning in their respective schools and universities, especially after COVID-19 pandemic.
Veterans Program Policy Recommendations for Institutions of Higher Learning
Author: George W. Bush Presidential Center, George W. Bush Institute
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Veterans Education,Student Characteristics,College Students,School Policy,Student Needs,Flexible Progression,Educational Technology,Blended Learning,Educational Quality,Access to Education,Financial Support,Teacher Competencies,Faculty Development,Guidelines,Cultural Awareness,Outcomes of Education,Data Collection

Student veterans face a unique educational challenge: The same characteristics that signal their potential for academic success often create the obstacles to achieving it. Student veterans are typically older, married, have families and financial obligations, and often either serve as a caregiver or are being treated for a personal disability. Leaders and administrators at institutions of higher learning have an opportunity to demonstrate that student veterans are social assets to the higher education community and beyond. In this report, the Veteran Higher Education Task Force discusses six key policy recommendations to hone institutional policies that best serve and support student veterans and the military-affiliated community. [This report was prepared by the George W. Bush Institute Military Service Initiative's Veteran Higher Education Task Force.]
Didactic Activities on Artificial Intelligence: The Perspective of STEM Teachers
Author: Fissore, Cecilia
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Secondary School Teachers,STEM Education,Mathematics Education,Artificial Intelligence,Educational Practices,Teacher Attitudes,Foreign Countries,Didacticism,Learning Activities

The concept of Artificial Intelligence (AI) might seem something very distant from the world of schools: a theme that is far from today's reality, especially when the education and training system is committed to tackling the problems associated with the pandemic situation. However, the impact that AI is producing in various areas of our life also requires reflection on the world of education and training. Research and education policies are therefore required to direct education to prepare students for technological challenges, enabling schools and teachers to guide innovation. It is necessary to train teachers not only on the theoretical contents inherent to these themes, but also and above all on the planning of didactic activities to adopt innovative educational approaches. The context of this research is the immersive 3-hour workshop on the theme &quot;Mathematics and AI&quot; which involved 52 teachers from all over Italy from primary to secondary school. The research questions are: What is the current teaching practice in schools in Italy in terms of AI? Which characteristics should be emphasized, and which aspects should be favored in the planning of didactic activities by school teachers? To answer the research questions, we analyzed teachers' responses to the initial questionnaire before the workshop and to the final questionnaire at the end of the workshop. Key findings show that teachers do not treat AI-related topics too much with their classes while being aware of the importance of recognizing and understanding AI.
A Systematic Review of Research on EFL Online Learning: Effectiveness, Challenges, Learning Tools, and Suggestions
Author: Kuswoyo, Heri
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Research Reports,Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Activities,Instructional Effectiveness,Databases,Content Analysis,Blended Learning,Learning Management Systems,Videoconferencing,Distance Education,Computer Software,Educational Benefits,Internet,Barriers,Access to Education,College Faculty,Technological Literacy,Pedagogical Content Knowledge,COVID-19,Pandemics

Due to COVID-19 pandemic, educational departments such schools, colleges, and universities have been experiencing significant disruptions. All teaching and learning activities of face-to-face learning have switched to online learning. This study provides a systemic review of the literature with the aim to investigate the effectiveness, challenges, learning tools, and suggestions in EFL online learning based on an analysis of 40 published article journal from 2019 to 2022. This study has not yet been reviewed in the literature as part of a systematic review of studies. This study is based on Kitchenman's (2009) systemic literature review (SLR) approach, which allows it to gather data from a variety of sources. The dataset has been collected from SCOPUS databases. These data were analysed using Creswell's (2012) content analysis. The research findings revealed that all e-learning tools (e.g., &quot;Voki,&quot; &quot;LMS 'TES Blended Space',&quot; &quot;Pigai,&quot; &quot;Zoom meeting&quot; etc) used by universities teachers were very effective and beneficials for learners. However, some challenges were also identified during learning activities such as students lack of learning climate, poor internet connections, financial problems, technical problems, students' demotivation etc. Thus, the research findings suggested three aspects should be considered, namely a) having extensive and high-quality online resource access, b) using online resources on a regular basis, and (c) not only students but also teachers are being trained to use ICTs-in. In addition, teachers need to keep working on reinforcing the connection between digital technology and education meanwhile students need to made aware that it is acceptable to use digital media even it the most formal of educational settings. To summarize, this study suggests that once the COVID-19 pandemic is ended, the use of technology integration on online learning in EFL classrooms can be extended for equitable quality education for students.
Clustering Techniques to Investigate Engagement and Performance in Online Mathematics Courses
Author: Floris, Francesco
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Mathematics Instruction,Units of Study,Teaching Methods,Visualization,Learning Analytics,Online Courses,Distance Education,Student Behavior,Learning Processes,Scores,Mathematics Achievement

Among the various kinds of learning analytics emerging especially in the latest decade, clicking patterns cover a prominent role, fostered by their success in analyzing several types of data concerning activity on the web. They can be defined as sets of clicks performed by users, in which every set is treated as the basic unit. Few research has been performed on clicking patterns in educational contexts. In this paper, we perform analysis regarding clicks to an online course in Mathematics, aimed at allowing students to follow courses at a distance, both before and after enrolling at University. We used clustering techniques on students learning behavior, which have been defined for this research as visualizations of activities and resources of the course, to detect differences on students' grade according to their online learning behavior. Our results show that students tend to proceed on the course in both activities and resources. There is no correlation between participation and course grades, even if the most active students show higher scores. Moreover, patterns differ significantly according to the degree program of each student, showing the importance of tailored path.