ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Technical Drawing Skills of VET Teachers: An Action Research Project
Author: Günbayi, Ilhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocational Education,Technical Education,Action Research,Drafting,Foreign Countries,Freehand Drawing,Mixed Methods Research,Pretests Posttests,Information Technology,Computers,Professional Continuing Education,Faculty Development,Technology Uses in Education,Semi Structured Interviews

This study project titled Improving Technical Drawing Software Skills of Vocational Education Training (VET) Teachers (TED-VET) sought to organize trainings to introduce Adobe Illustrator as a technical drawing software to technical VET teachers and determine the effect of these trainings on teacher effectiveness. Additional goals included developing the capacity of academic personnel at Akdeniz University to provide appropriate and high quality CPD (continuing professional development) for VET teachers and trainers on technical drawing skills with information and communication technologies or ICTs, institute practitioner networks among technical VET teachers who give technical drawing courses; and to support this CPD with partnerships between the Provincial Directorate of National Education, VET schools, industry and the university to contribute to CPD of VET teachers. As a result of this study, 15 teachers attended the training of trainers and directly benefited from CPD. These teachers have become trainers for VET teachers (T-VET) and will organize new trainings for other VET teachers in 61 VET schools in Antalya under the coordination of the Education Directorate. The findings and outcomes of this study have important implications about how ICT in TVET schools can be used effectively.
Exploring Science Teachers&apos; Perception of Classroom Assessment in Secondary Schools of Bangladesh
Author: Rahman, Md. Mehadi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Secondary School Teachers,Teacher Attitudes,Student Evaluation,Mixed Methods Research,Misconceptions,Secondary School Science,Science Instruction,Evaluation Methods,Feedback (Response),Questionnaires

The study focused on exploring science teachers' perception of classroom assessment in secondary schools of Bangladesh. A mixed method approach was used to explore science teachers' perception of classroom assessment by identifying their concept about classroom assessment and how they conduct assessment activities in science classes. A total of thirty teachers (twenty male and ten female) were chosen randomly to collect quantitative data and twelve teachers were chosen purposively for qualitative data collection from six secondary schools in Dhaka. The study used a questionnaire and interview protocols as main sources of data collection. The study revealed that teachers are holding misconceptions about idea of classroom assessment. Majority of the teachers perceive classroom assessment as summative assessment and it should be through oral questioning. Analysis of quantitative and qualitative data exhibited that teachers perceive students should be assessed both lower and higher order learning using different techniques (self-assessment, peer assessment) and modes (oral, written) of assessment and at the same time they believe that it's difficult to use multiple techniques and modes of assessment in science classrooms. The overall findings of the study suggest that teachers don't have clear idea about classroom assessment that results in holding conflicting perception about science classroom assessment.
The Effect of Informal Learning on Teachers&apos; Professional Development: A Case Study
Author: Vezne, Rabia
Date: 2016-07-00
Type: Journal Articles
Subjects: Informal Education,Faculty Development,Case Studies,Teacher Attitudes,Secondary School Teachers,Educational Environment,Learning Activities,Qualitative Research,Holistic Approach,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Semi Structured Interviews

The aim of this research was to analyze the opinions of teachers working in High Schools on informal learning regarding if they had any informal learning in school environment, which informal learning activities took place, and if this learning had a contribution to their professional development. The research was a qualitative study with a multiple holistic case study design. Data were collected from interviews using semi-structured interview forms. At the end of the research, conclusions were classified under three main themes. The first main theme was that there were some informal learning activities which the teachers were engaged in. The second main theme was that most of the informal learning happened through talking and sharing resources and ideas with others. Especially teacher candidates experienced informal learning through observations of the practices of senior colleagues. The final theme indicated that the informal learning in school environment had a positive effect on teachers' professional development.
Opinions of Teachers on Erasmus+ Key Action 1: A Case Study
Author: Günbayi, Ilhan
Date: 2016-01-00
Type: Journal Articles
Subjects: Case Studies,Teacher Attitudes,Administrator Attitudes,Principals,High Schools,Secondary School Teachers,Qualitative Research,Semi Structured Interviews,Professional Development,Program Effectiveness,Foreign Countries,International Cooperation,Cultural Awareness

The aim of this research was to classify the opinions of principals and teachers working in High Schools on the Erasmus+ Key Action 1 Project regarding their reasons for joining this Project, the preparations made before joining the Project, and the benefits derived from participating in the Project. The research is a qualitative study with a multiple holistic case study design. Data were collected from interviews using semi-structured interview forms. At the end of the research, conclusions were classified under three themes. The first theme was that the main reason for joining the project was professional development. The second theme was that the preparations made by high school principals and teachers before participating in the Project consisted of language education, research on the subject of training, as well as collecting information about transport and the host country. The final theme indicated that the benefit of the Project was the opportunity to learn the use of technology in lessons.
The Opinions of the Disabled Participants and Educators on Erasmus+ KA2 Project: A Case Study
Author: Hromatko, Ivan
Date: 2016-10-00
Type: Journal Articles
Subjects: Disabilities,Case Studies,Semi Structured Interviews,Drama,Teaching Methods,Teacher Attitudes,Student Attitudes,Program Effectiveness,Workshops,Foreign Countries,Familiarity,Consciousness Raising,Social Bias,Qualitative Research

The aim of this research is to classify the opinions of the disabled and non-disabled participants and educators on Erasmus+ Key Action 2 Project as the reasons of joining this Project, the preparations before the Project and the benefits of the Project. The research is a qualitative study with a multiple holistic case study design. Data were collected via interviews by using semi-structured interview form. At the end of the research, conclusions emerged under three themes. The first one was that the main reason for joining the project was improving their skills and learning how to work with disabled people in a theatre setting. The second one was that preparations of participants before the Project were searching about training subject and hosting country. The final benefit of the Project was improving their key competences and learning how to use theatre in educational and therapeutic work with and for disabled people.
Concept Teaching to Mentally Retarded Students through Mobile Devices
Author: Çengel, Metin
Date: 2015-09-00
Type: Journal Articles
Subjects: Concept Teaching,Intellectual Disability,Handheld Devices,Animation,Simulation,Foreign Countries,Pretests Posttests,Computer Assisted Instruction,Instructional Effectiveness,Special Education,Educational Technology

In the process of design, refinement and selection of the software required for mentally retarded students' education, the characteristics of students should be taken into consideration. Mobile application software can be used as a supplementary material in the education of students who need special education. Many studies reveal that computer assisted programs increase the motivation and concentration time of mentally retarded students and they enjoy studying with mobile devices (Tablets, Smartphones). Apart from ordinary students, mentally retarded students should also be provided with opportunities of technology in their education after developing technology gets into every aspect of the life and is also used in education. In this study, concept teaching based on animation and simulation is intended by making use of technology in the education of mentally retarded students. This process makes a valuable contribution to students in terms of concept learning at schools and rehabilitation centers which facilitate for learning by technology assisted visual programs. This study was conducted with 40 students at four schools of mentally retarded and rehabilitation centers in Sakarya. The evaluation of the data obtained from the application, students who have been learning the concepts of mobile learning tools revealed that they are more successful than those who had learned classical learning methods. According to these results, it can be said that mobile devices make a contribution to concept learning of mentally retarded students.
Comparing Machine Learning Classification Approaches for Predicting Expository Text Difficulty
Author: Balyan, Renu
Date: 2018-05-00
Type: Reports - Research
Subjects: Artificial Intelligence,Classification,Comparative Analysis,Prediction,Accuracy,Natural Language Processing,Readability,Expository Writing,Readability Formulas

While hierarchical machine learning approaches have been used to classify texts into different content areas, this approach has, to our knowledge, not been used in the automated assessment of text difficulty. This study compared the accuracy of four classification machine learning approaches (flat, one-vs-one, one-vs-all, and hierarchical) using natural language processing features in predicting human ratings of text difficulty for two sets of texts. The hierarchical classification was the most accurate for the two text sets considered individually (Set A, 77.78%; Set B, 82.05%), while the non-hierarchical approaches, one-vs-one and one-vs-all, performed similar to the hierarchical classification for the combined set (71.43%). These findings suggest both promise and limitations for applying hierarchical approaches to text difficulty classification. It may be beneficial to apply a recursive top-down approach to discriminate the subsets of classes that are at the top of the hierarchy and less related, and then further separate the classes into subsets that may be more similar to one other. These results also suggest that a single approach may not always work for all types of datasets and that it is important to evaluate which machine learning approach and algorithm works best for particular datasets. The authors encourage more work in this area to help suggest which types of algorithms work best as a function of the type of dataset.
Investigation of the Factors That Affect the Success and Satisfaction of the Students in Distance Education: Sample of Sakarya University
Author: Çengal, Metin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Student Satisfaction,Distance Education,Internet,Student Centered Learning,Computer Mediated Communication,Teacher Student Relationship,Structural Equation Models,Graduate Students,Statistical Analysis,Questionnaires,Hypothesis Testing,Factor Analysis,Integrated Learning Systems

As an alternative for face-to-face education (F2F), distance education models are becoming prevalent rapidly nowadays. Internet-based learning is one of the most important parts of Distance Education. Internet-based Distance Education can be briefly defined as a sort of education system which teachers and students can actualize without sharing the same place. This education model is student-centered. In this model, the students are able to learn the lessons given independently from time and space, and able to communicate with the teacher via different means of technology. There are lots of factors affecting the performance of the student positively or negatively in Internet-Based distance education. The success of the students and quality of the provided education can be enhanced by determining which of these factors are dominant. In this study, we tried to determine the factors which affect the success and satisfaction of the students in Sakarya University Faculty of Management Distance Education. Structural Equation Modeling is utilized to analyse structural relationships.
Recurrence Quantification Analysis as a Method for Studying Text Comprehension Dynamics
Author: Likens, Aaron D.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Reading Comprehension,High School Students,Content Area Reading,Sciences,Reading Skills,Predictor Variables,Summative Evaluation,Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Questionnaires,Reading Tests,Logical Thinking,Graphs,Statistical Analysis,Sentences,Qualitative Research

Self-explanations are commonly used to assess on-line reading comprehension processes. However, traditional methods of analysis ignore important temporal variations in these explanations. This study investigated how dynamical systems theory could be used to reveal linguistic patterns that are predictive of self-explanation quality. High school students (n = 232) generated self-explanations while they read a science text. Recurrence Plots were generated to show qualitative differences in students' linguistic sequences that were later quantified by indices derived by Recurrence Quantification Analysis (RQA).To predict self-explanation quality, RQA indices, along with summative measures (i.e., number of words, mean word length, and type-token ration) and general reading ability, served as predictors in a series of regression models. Regression analyses indicated that recurrence in students' self-explanations significantly predicted human rated self-explanation quality, even after controlling for summative measures of self-explanations, individual differences, and the text that was read(R[superscript 2]= 0.68). These results demonstrate the utility of RQA in exposing and quantifying temporal structure in student's self-explanations. Further, they imply that dynamical systems methodology can be used to uncover important processes that occur during comprehension.
The &quot;LO&quot;-Down on Grit: Non-Cognitive Trait Assessments Fail to Predict Learning Gains in iSTART and W-Pal
Author: McCarthy, Kathryn S.
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Persistence,Individual Characteristics,Reading Skills,Performance,Correlation,Intelligent Tutoring Systems,Essays,Reading Comprehension,Scores,Cognitive Style,High School Students,Pretests Posttests,Reading Tests,Motivation

The current study explored relations between non-cognitive traits (Grit, Learning Orientation, Performance Orientation), reading skill, and performance across three experiments conducted in the context of two intelligent tutoring systems, iSTART and Writing Pal. Results showed that learning outcomes (comprehension score, holistic essay score) were moderately to strongly correlated with reading skill. In contrast, these outcomes only weakly correlated with learning orientation (LO) and were unrelated to either Grit or performance orientation (PO). Further, regression analyses indicated that none of the noncognitive traits predicted learning gains. We open the discussion of these findings in the context of theoretical perspectives, construct validity and reliability, and large scale assessment.
Cost Perceptions and College-Going for Low-Income Students. Research to Practice Brief
Author: Education Resources Institute, Pathways to College Network
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: College Students,Low Income Students,Student Attitudes,Costs,Paying for College,Access to Education,Federal Aid,Grants,Risk,Student Financial Aid,Information Dissemination,Misconceptions,Educational Trends

Passage of the Higher Education Act of 1965 (HEA) represented a landmark effort by the federal government to minimize the cost of college as a barrier to postsecondary access for low-income students and their families. Since then, a myriad of financial aid programs have been designed to equalize educational opportunity. Most recently, the Health Care and Education Reconciliation Act highlighted this long-term commitment of the nation's leaders. The legislation strengthens the Pell Grant program, enhances student loan repayment options, and invests in community colleges and minority-serving institutions. This &quot;Research to Practice brief&quot; is the first in a series from the Pathways to College Network and National College Access Network seeking to bridge the gap between scholarly research and effective practice. This brief highlights research on the role of &quot;cost perceptions&quot; on low-income students' college-going and features tangible advice from ACCESS College Foundation experts. [The research synthesis for this brief was written by Shannon Calderone, doctoral candidate, University of California, Los Angeles. The practitioner interview was conducted by Jennifer Johnson, a doctorate student at the University of Maryland, College Park. Additional contributions were provided by Kladé Hare, policy intern at the Institute for Higher Education Policy.]
Using Digital Resources to Enhance Language Learning: Case Studies in Italian
Author: Biasini, Rosalba, Ed.
Date: 2018-00-00
Type: Books
Subjects: Case Studies,Second Language Instruction,Second Language Learning,Italian,Teaching Methods,Tutors,Conferences (Gatherings),Educational Technology,Pragmatics,Writing Instruction,Independent Study,Study Abroad,Learner Engagement,Personal Autonomy,Educational Resources,Grammar,Technological Literacy,Technology Uses in Education,Dyslexia,Shared Resources and Services,Online Courses

A group of Italian language tutors attended sessions dedicated to Italian language teaching and learning that were included in the SIS Biennial Conference in 2015. Following the conference, the group suggested that a publication of the proceedings to mark the first of these meetings would be a useful resource for all language tutors. To five of the original papers presented in Oxford, another three were added in order to include a range of ideas and experiences in one publication. Following a Notes on Contributors, the following papers are included: (1) Introduction to Using Digital Resources to Enhance Language Learning--Case Studies in Italian (Rosalba Biasini and Anna Proudfoot); (2) Developing Pragmatic Competence through Language Digital Resources (Marta Kaliska); (3) Enhancing Written Language Skills during the Year Abroad through Online Independent Learning (Maria Chiara La Sala); (4) Using Online Tools and Resources to Encourage Independent Learning amongst Ab Initio Students of Italian: A Case Study (Paola Celant); (5) ITALO (MyLearning Log): A Case Study in the Use of Technology-Based Resources to Foster Student Engagement and Autonomy (Salvatore Campisi); (6) The Italian Electronic Language Log: A Critical Evaluation (Simone Lomartire); (7) Using, Adapting, and Sharing Learning Resources to Widen Participation in Language Learning: A Case Study of Italian Open Educational Resources for Dyslexic Students (Anna Motzo); (8) 1 Peer-Teaching with Technology: An Italian Grammar Case Study (Marcella Oliviero and Andrea Zhok); and (9) The digital World as a Topic: Developing Digital Competences in the Italian Language Class (Rosalba Biasini). An author index is included. Individual papers contain references.
Do Layoffs Increase Transitions to Postsecondary Education among Adults? Analytical Studies Branch Research Paper Series
Author: Ci, Wen
Date: 2016-07-19
Type: Reports - Research
Subjects: Job Layoff,Dislocated Workers,Enrollment,Postsecondary Education,Longitudinal Studies,Statistical Significance,Correlation,Regression (Statistics),Foreign Countries,Evidence,Adults,Gender Differences,Statistical Analysis

Faced with job loss, displaced workers may choose to return to school to help them reintegrate into the labour force. Job losses in a given local labour market may also induce workers who have not yet been laid off to pre-emptively enrol in postsecondary (PS) institutions, as a precautionary measure. Combining microdata and grouped data, this study examines these two dimensions of the relationship between layoffs and PS enrolment over the 2001-to-2011 period. Using individual-level longitudinal microdata and controlling for the unobserved heterogeneity of workers in a flexible way, the study finds that laid-off male and female workers are 2 to 4 percentage points more likely than other men and women to transition to PS education in the year of the layoff or the following year (from a baseline rate of about 3%). For both sexes, fulltime PS enrolment accounts for most of the increase in enrolment. Statistically significant correlations between layoffs and full-time PS attendance are detected between two years before job loss and two years after job loss. The study also takes advantage of the fact that the 2008-2009 recession increased layoff rates in a differentiated way across Canada and, thus, generated exogenous variation in layoff rates at the regional level. Using grouped data models that allow economic regions to display distinct trends in their rates of transition to PS institutions, the study finds that for every additional 100 adult men laid off in an economic region in a given year, there is an additional 2 to 6 men who enrol in PS education institutions on a full-time basis in the following year. The study also detects a positive relationship between regional layoff rates and regional PS transitions for unmarried women. In line with the notion that some non-laid-off workers may pre-emptively enrol in PS institutions, the study finds evidence that movements in regional layoff rates are positively correlated with short-term transitions to PS institutions for adult male workers aged 35 to 44 who have not been laid off yet.