ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaboration-Type Identification in Educational Datasets
Author: Waters, Andrew
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperation,Large Group Instruction,Online Courses,Probability,Tests,Responses,Cooperative Learning,Student Evaluation,Evaluation Methods,Data Collection,Data Analysis,Factor Analysis,Statistical Analysis,Bayesian Statistics,Models,Hypothesis Testing,Higher Education,Undergraduate Study

Identifying collaboration between learners in a course is an important challenge in education for two reasons: First, depending on the courses rules, collaboration can be considered a form of cheating. Second, it helps one to more accurately evaluate each learners competence. While such collaboration identification is already challenging in traditional classroom settings consisting of a small number of learners, the problem is greatly exacerbated in the context of both online courses or massively open online courses (MOOCs) where potentially thousands of learners have little or no contact with the course instructor. In this work, we propose a novel methodology for &quot;collaboration-type identification,&quot; which both &quot;identifies&quot; learners who are likely collaborating and also &quot;classifies&quot; the type of collaboration employed. Under a fully Bayesian setting, we infer the probability of learners succeeding on a series of test items solely based on graded response data. We then use this information to jointly compute the likelihood that two learners were collaborating and what collaboration model (or type) was used. We demonstrate the efficacy of the proposed methods on both synthetic and real-world educational data; for the latter, the proposed methods find strong evidence of collaboration among learners in two non-collaborative take-home exams.
Study Navigator: An Algorithmically Generated Aid for Learning from Electronic Textbooks
Author: Agrawal, Rakesh
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Textbooks,Navigation,Hypermedia,Mathematics,Information Processing,Preferences,Computation,Reading Processes,Reader Text Relationship,Indexes

We present &quot;study navigator,&quot; an algorithmically-generated aid for enhancing the experience of studying from electronic textbooks. The study navigator for a section of the book consists of helpful &quot;concept references&quot; for understanding this section. Each concept reference is a pair consisting of a concept phrase explained elsewhere and the link to the section in which it has been explained. We propose a novel reader model for textbooks and an algorithm for generating the study navigator based on this model. We also present an extension of the study navigator specialized to accommodate information processing preference of the student. Specifically, this specialization allows a student to control the balance between references to sections that help refresh material already studied vs. sections that provide more advanced information. We also present two user studies that demonstrate the efficacy of the proposed system across textbooks on different subjects from different grades.
Statistical Modeling of Student Performance to Improve Chinese Dictation Skills with an Intelligent Tutor
Author: Kowalski, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Chinese,Verbal Communication,Statistical Analysis,Models,Artificial Intelligence,Task Analysis,Second Language Learning,Second Language Instruction,Instructional Improvement,Markov Processes,Phonetic Transcription

The Pinyin Tutor has been used the past few years at over thirty institutions around the world to teach students to transcribe spoken Chinese phrases into Pinyin. Large amounts of data have been collected from this program on the types of errors students make on this task. We analyze these data to discover what makes this task difficult and use our findings to iteratively improve the tutor. For instance, is a particular set of consonants, vowels, or tones causing the most difficulty? Or perhaps do certain challenges arise in the context in which these sounds are spoken? Since each Pinyin phrase can be broken down into a set of features (for example, consonants, vowel sounds, and tones), we apply machine learning techniques to uncover the most confounding aspects of this task. We then exploit what we learned to construct and maintain an accurate representation of what the student knows for best individual instruction. Our goal is to allow the learner to focus on the aspects of the task on which he or she is having most difficulty, thereby accelerating his or her understanding of spoken Chinese beyond what would be possible without such focused &quot;intelligent&quot; instruction.
Developing Attitudinal Metrics for Induction-Year Agricultural Education Teachers
Author: Rayfield, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Agricultural Education,Beginning Teacher Induction,Geographic Regions,Teacher Attitudes,Alignment (Education),Componential Analysis,Professionalism,Self Efficacy,Reflective Teaching,Family Work Relationship,Faculty Development,Problem Solving,Teacher Persistence,Psychometrics,Teaching (Occupation),Questionnaires,Rating Scales,Mixed Methods Research

This study was part of a larger regional study of induction-year agricultural education teachers in three Western states. Studies have purported that attitude toward teaching is important for understanding and helping induction-year teachers. Thus, developing an instrument to assess induction-year agricultural education teachers' attitudes toward their job aligns with the National Research Agenda for Agricultural Education (Doerfert, 2011); specifically, &quot;Define the characteristics of effective agricultural education programs and teachers and the means to correctly access the current state of these characteristics&quot; (p. 10). Moir (1999) theorized that induction-year teachers experience Anticipation, Survival, Disillusionment, Rejuvenation, and Reflection, which provided the basis for initial instrument development. Induction-year agricultural education teachers employed in three Western states were randomly assigned to three of six repeated measures during the 2011-2012 academic year, which yielded 375 useable responses. Based on the useable responses, Principal Component Analysis (PCA) with varimax rotation resulted in nine constructs: Professional Efficacy, Balanced Reflection, Professional Commitment, Professional Confidence, Anticipated Change, Work-Life Balance, Strategic Renewal, Problem Solving, and Professional Resolve.
Determining the Science, Agriculture and Natural Resource, and Youth Leadership Outcomes for Students Participating in an Innovative Middle School Agriscience Program
Author: Skelton, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Youth Programs,Natural Resources,Quasiexperimental Design,Science Achievement,Academic Achievement,Leadership Qualities,Leadership Training,Student Interests,STEM Education,Comparative Analysis,Middle School Students,Extension Education,Experimental Groups,Control Groups,Correlation,Standardized Tests,Scores,Statistical Analysis,Student Characteristics

The Memorial Middle School Agricultural Extension and Education Center (MMSAEEC) located in Las Vegas, New Mexico is a youth science center focusing on agriculture and natural resources. The purpose of this quasi-experimental study of the MMSAEEC teaching and learning model was to determine if differences exist in science achievement, agriculture and natural resource achievement (ANR), leadership skill development, and interests in agriculture and natural resource and other STEM careers between students who participated in the MMSAEEC program and students at a comparison middle school. Results indicate higher overall standardized science test scores and higher scores in the scientific investigations, physical science, earth science, and science and people sub-dimensions of the science test for MMSAEEC students. MMSAEEC students also scored higher on two of the four sub-dimensions of the ANR test (agriscience and ecology). MMSAEEC students were similar to comparison school students in leadership development and career interests. Based on these results, the MMSAEEC model is a viable model for encouraging science and agriculture and natural resource achievement in middle school programs. Improvements are necessary to enhance overall achievement in ANR including higher scores on emerging ANR issues, leadership development, and interests in agricultural and natural resource careers for program participants.
Encouraging Teacher Change within the Realities of School-Based Agricultural Education: Lessons from Teachers&apos; Initial Use of Socioscientific Issues-Based Instruction
Author: Wilcox, Amie K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Agricultural Education,Science and Society,Educational Change,Qualitative Research,Instructional Innovation,Grounded Theory,Decision Making,Lesson Plans,Secondary School Teachers,High Schools

Calls for increased interdisciplinary education have led to the development of numerous teaching methods designed to help teachers provide meaningful experiences for their students. However, methods of guiding teachers in the successful adoption of innovative teaching methods are not firmly set. This qualitative study sought to better understand how school-based agricultural education teachers decide to adopt or discontinue a teaching innovation when introduced through ready-made lesson plans, which is currently a common practice of teaching method integration in SBAE. Constant comparative analysis unveiled themes within the reactions to the teaching method's use, as well as how teacher actions to those reactions led to their ultimate adoption or discontinuance of the teaching method.
Effects of Agricultural Sales CDE Modules on Content Knowledge and Argumentation Skill
Author: Sapp, Sarah B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Modules,Persuasive Discourse,Skill Development,Knowledge Level,Practicums,Agricultural Education,Secondary School Students,Quasiexperimental Design,Teaching Methods,Program Effectiveness,Student Characteristics,Gender Differences,Racial Differences,Ethnic Groups,Instructional Program Divisions,Sales Occupations,Hypothesis Testing,Pretests Posttests

The purpose of this study was to determine the effects of the type of training module on argumentation skill, student content knowledge achievement, and performance in an agricultural sales practicum completed by secondary school agriculture students. Current research has concluded that most students do not possess the academic or transferable skills to be successful in the workplace. This quasi-experimental study sought to evaluate students' development of academic and transferable skills through the use of researcher-developed agricultural sales training modules. Two sets of training modules were used, one with and one without argumentation infused into the lessons. Results indicated that both groups of students had increases in content knowledge and argumentation skill; further, there was no statistically significant difference between groups.
Bringing ABA into Early Childhood Routines to Meet the Needs of Young Children with ASD
Author: Leach, Debra
Date: 2014-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Behavior Modification,Autism,Pervasive Developmental Disorders,Intervention,Young Children,Evaluation Methods,Parent Role,Teacher Role

It is well documented that applied behavior analysis (ABA) approaches to intervention for young children with ASD have a strong evidence-base. Although federal special education law mandates that early intervention services and supports be implemented within the natural environment to the maximum extent appropriate, many young children with ASD still receive ABA interventions in clinical and therapeutic settings and contexts. This article discusses the value of using ABA interventions with the contexts of everyday home, school, and community routines with young children with ASD through the use of routines-based interventions (RBI) and provides guidelines for doing so.
ADHD in Preschool: Approaches and Teacher Training
Author: Singh, Ajay
Date: 2014-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Early Intervention,Preschool Education,Teacher Education,Symptoms (Individual Disorders),Incidence,Preschool Teachers,Teacher Competencies,Practicums,Disabilities,Equal Education,Educational Legislation,Federal Legislation,Best Practices,Interdisciplinary Approach,Behavior Modification,Peer Teaching,Computer Assisted Instruction,Problem Based Learning,Reflection,Social Development,Emotional Development

Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social Emotional Learning, Parent Training, and Field Experience with a Mentor.
Speech-Language Services in Public Schools: How Policy Ambiguity Regarding Eligibility Criteria Impacts Speech-Language Pathologists in a Litigious and Resource Constrained Environment
Author: Sylvan, Lesley
Date: 2014-00-00
Type: Journal Articles
Subjects: Speech Therapy,Speech Language Pathology,Public Schools,Educational Policy,Ambiguity (Semantics),Eligibility,Evaluation Criteria,Legal Problems,Legal Responsibility,Special Education,Related Services (Special Education),Equal Education,Disabilities,Federal Legislation,Educational Legislation,Interviews,Decision Making,Speech Impairments

Public school districts must determine which students are eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). This study, which involves 39 interviews with speech-language pathologists and school administrators, examines how eligibility recommendations are made for one widely provided service: speech-language therapy. A key finding of this study is that the policy infrastructure guiding eligibility decisions has areas of significant ambiguity leading SLPs to face uncertainty about who should be found eligible for speech-language services. This ambiguity in policy opens the door for economic and legal factors to detrimentally influence the eligibility determination process resulting in high numbers of eligible students and correspondingly large SLP caseloads. Specifically, the litigious environment in which school districts operate puts SLPs on the defensive in the eligibility determination process. Further, speech-language therapy is increasingly utilized as a safety net given the lack of other resources available to academically struggling public school students. Finally, SLPs receive little administrative support or supervision further exacerbating their vulnerability to external pressures when making eligibility decisions. While focusing specifically on the eligibility decision process for speech-language services, this paper highlights issues that are likely applicable to how eligibility decisions for special education services are made more broadly
Are Parents Really Partners in Their Child&apos;s Education?
Author: Rosas, Clarissa E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,Disabilities,Documentation,Readability,Special Education,Reading Skills,Individualized Education Programs,Guides,Web Sites,Readability Formulas,Adult Literacy

Although federal legislation requires parent involvement in the development of Individualized Education Programs, parents often lack adequate background knowledge to partner with school personnel in the development of programs for their child. In an effort to provide all stakeholders with information pertaining to the education of children with disabilities, state departments of education publish documents on policies and procedures concerning special education services. This study examined the readability level of those published documents to determine if they were commensurate with the reading level of most adults. Results of this study indicate that at the surface level, the documents appear to be written at a level of understandability that most adults should comprehend. However, upon further examination, it was revealed that the level of literacy proficiency required to interpret the documents requires a more sophisticated level of literacy. Therefore the documents are not commensurate with the literacy level of most adults.
Family Communication: Strategies for Building Effective Partnerships and Working Relationships
Author: Shamash, Emily R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Parent Teacher Cooperation,Disabilities,Family Involvement,Teacher Competencies,Preservice Teachers,Beginning Teachers,Partnerships in Education,Scheduling,Teamwork,Meetings,Individualized Education Programs,Student Characteristics,Special Education Teachers

This article offers a variety of strategies for pre-service and beginning teachers to utilize in order to create positive and effective relationships with families that are built on clear communication and trust. It is crucial for new and veteran teachers to understand the importance of successful communication with parents and families of students with special needs. Teachers and educational professionals should implement ongoing strategies throughout the school year to ensure that parents and families are educated about the approaches and services their child receives in school. Familial knowledge and understanding of the types of services and the schedule of when those services are delivered can lead to increased family involvement in their child's special education program. This involvement can ultimately increase the learning process and progress towards meeting goals and objectives for students with disabilities (Dunst, 2002; Kashinath, Woods, &amp; Goldstein, 2006, Wellner, 2012). This article will define the following strategies: creating &quot;master schedules,&quot; writing a &quot;student at a glance,&quot; setting up &quot;team meeting schedules&quot; for the school year, creating &quot;team meeting and IEP meeting agendas,&quot; as well as explain the most effective use of &quot;communication sheets.&quot; These types of user-friendly approaches to establishing ongoing and consistent contact with families is necessary for family satisfaction and student success, especially for families of students with disabilities at all age levels (Bezdek, Summers, &amp; Turnbull, 2010; Diliberto &amp; Brewer, 2012).
Vocational Rehabilitation Counselors&apos; Perceived Influences on the Secondary Transition Planning Process and Postsecondary Outcomes of Students with Disabilities
Author: Miller-Warren, Vickie
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocational Rehabilitation,Rehabilitation Counseling,Counselors,Disabilities,Attitude Measures,Transitional Programs,Postsecondary Education,Outcomes of Education,Special Education,High School Students,Program Effectiveness,Agency Cooperation,Success,Surveys,Mixed Methods Research

Outside agencies such as vocational rehabilitation agencies are designed to help provide services such as job coaching, mental health services, tuition assistance, and life-skills training for students with disabilities during and after high school so that they may obtain postsecondary success (Gil, 2007). This study examined the perceived influences of vocational rehabilitation counselors regarding the secondary transition planning process and the postsecondary outcomes of graduates from the class of 2011 who were enrolled in a special education program while in high school. The study also examined how the vocational rehabilitation counselors utilized postsecondary follow-up data to improve and inform secondary transition planning. The results of this study revealed that more interagency collaboration among the adult support system of students with disabilities is needed in order to ensure postsecondary success.
Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning
Author: Burkhalter, Anne D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Motivation,Independent Study,Environmental Influences,Parent Participation,Academic Achievement,Elementary School Students,Special Education,Multiple Intelligences,Teaching Methods,Data Collection,Conferences (Gatherings),Teacher Student Relationship,Parent Surveys,Student Surveys,Student Diversity

This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home activities and daily take-home folders. Multiple intelligences strategies were implemented in reading, writing, and math classes. Data collection methods included surveys, observations and reflections, teacher-student conferences, exit cards, existing records and grade reports. The findings of this study showed positive effect on both student motivation and academic achievement. Students displayed an increase in positive attitude towards assignments, activities, and school overall; and 8 of 13 students achieved an increase in academic grades.
Gender Differences in Emotional or Behavioral Problems in Elementary School Students
Author: Malfitano, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Behavior Problems,Emotional Disturbances,Behavior Disorders,At Risk Students,Student Behavior,Teacher Surveys,Gender Differences,Screening Tests,Disability Identification,Student Needs,Elementary School Students

The purpose of this study was to look at teachers' perceptions of challenging behaviors in the classroom, including students who had emotional or behavioral disorders and students who were at-risk for developing these problems. In the format of the survey, teachers were asked to consider the behaviors of their students in respect to gender. For male externalized behaviors, the strongest support was for students who lose their tempers during the school day. Regarding internalized behaviors, a majority of participants believed that both males and females seem to be withdrawn during lessons and activities. Teachers were asked to reflect on the screening and identification process as well as on ways to accommodate students. Based on the participants' responses, there was support for reexamining how students were identified, revealing the necessity for gender-based procedures. The survey also suggested that there was a need for gender-based considerations for working with students.